Teachers' Mathematics as Mathematics-at-Work

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Bednarz, Nadine; Proulx, Jérôme

2017-01-01

Through recognising mathematics teachers as professionals who use mathematics in their workplace, this article traces a parallel between the mathematics enacted by teachers in their practice and the mathematics used in workplaces found in studies of professionals (e.g. nurses, engineers, bankers). This parallel is developed through the five…

Peace Corps Stateside Teacher Training for Volunteers in Liberia. Volume IV: Training Program for Secondary School Teachers (Group C). Final Report.

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PSI Associates, Inc., Washington, DC.

The Peace Corps stateside training program for secondary school teachers in Liberia trained 37 volunteers in several subject area groups--language arts, mathematics and science, and health. Because many of the teachers had never taught before, their 4-week training program concentrated on teaching and learning theories and specific teaching…

Evaluation of Mathematics Curriculum in Primary Teacher Training Institute in Somalia. African Studies in Curriculum Development & Evaluation.

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Jama, Mohamed A. F.

This study sought to evaluate the mathematics curriculum of the Halane Teacher Training Institute in Somalia with a view toward: (1) determining its weaknesses and recommending measures for improvement; (2) examining its relevance to the present needs of the Somali society; (3) determining the suitability of instructional materials and other…

Comparing Views of Primary School Mathematics Teachers and Prospective Mathematics Teachers about Instructional Technologies

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Adnan Baki

2009-11-01

them were mathematics teachers chosen from 3 different schools of different social stratification among primary schools in Artvin city center in the spring term of 2008-2009 educational year, another 3 of them were mathematics teachers from 3 different schools of different social stratification among primary schools in Trabzon city. Prospective mathematics teachers at their last year were randomly chosen from the elementary mathematics teacher training program of Fatih Faculty of Education in Karadeniz Technical University.The chosen 6 teachers and 6 candidate teachers were interviewed with 9-item semi-structured interviews in duration of 25 to 40 minutes. The opinions of the teachers and candidate teachers were compared and interpreted in a multidimensional point of view by the researchers. Concerning the research inquiries, the obtained data were classified under the titles as; definition of the instructional technology concept, instructional technologies used by the participants, benefits of this usage, competences related to usage of these technologies, suggestions for using these technologies. Based on the data these results were drawn; while the teachers take the instructional technologies concept as technological tool specifically, the candidate teachers, on the other hand, perceive the concept from a broader point of view. The teachers are more acquainted with mainstream technological products like computer and internet however the candidate teachers are also aware of books, magazines and concrete materials. Complying with some previous studies (Baki, 2000; YeĢilyurt, 2006; Lin, Hsiech and Pierson, 2004; Ayvacı et al., 2007, both teachers and candidate teachers agree on that using instructional technologies matters in a positive way. However, since the teachers are actively in-service, they mentioned on application problems, on the contrary the candidate teachers are unaware of the prospective problems. The reason of this situation may be the problems faced

Teacher's Ability to Develop Learning Materials Potentially Mathematical Discourse

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Hamdani Hamdani

2017-10-01

Full Text Available In the process of learning in the field, the teacher still dominates the conversation while the students as a passive listener. As a result, not only the communication skills of students who are less developed, the understanding of student material is also lacking. Therefore it is necessary to research the ability of teachers in developing learning tools potentially mathematical discourse to improve students' mathematical communication skills. The research method used is descriptive. Research activities include: identification of problems through questionnaires, observation, and interviews; teacher training; teachers develop learning tools; validation; and enhancement of the device by the teacher. The subject of this research is the junior high school mathematics teacher from several districts in the border area of Sambas-Sarawak Regency. The results show that in every learning mathematics there is always a conversation between teachers and students, but rarely use the question "why" and "how". Most teacher-made lesson plans contain scenarios of conversations between teachers and students, but just plain questioning, have not led to a debate between each other so that understanding becomes deeper. Student worksheet made by the teacher in the form of a matter of the ordinary story, rarely load non-routine problem let alone open-ended.

Implementing the National Council of Teachers of Mathematics Standards: A slow process

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Joseph M. Furner

2004-10-01

Full Text Available The purpose of this study was to look at inservice teachers’ pedagogical beliefs about the National Council of Teachers of Mathematics Standards (1989 & 2000.  The Standards’ Belief Instrument (Zollman and Mason, 1992 was administered on teachers.  An ANOVA was used to look for a significant difference between teachers with five years or less experience of teaching mathematics, and those with more than five years teaching experience. One expectation was  that teachers who are recent graduates of teacher education programmes may have more training  on the NCTM Standards. Although there were no statistically significant differences between the two groups, this study did support the expectation. Current training with in-service teachers shows that many of the teachers are familiar with neither the National Council of Teachers of Mathematics nor their Standards.  It seems then from this study that the implementation process of the NCTM Standards, and  perhaps any standards or best practices and new curriculum implementation, is very sluggish.

Profesores de Matemáticas Reflexivos: Formación y Cuestiones de Investigación (Reflective Mathematics Teachers: Training and Research Issues

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Pablo Flores

2007-06-01

Full Text Available En este artículo caracterizamos el término profesor de matemáticas reflexivo para poder concretar planes de formación profesional y analizar el desarrollo de estos profesores y su relación con el conocimiento profesional. Describimos algunas variables que se utilizan en las investigaciones sobre la caracterización y formación de profesores de matemáticas reflexivos. Para ello adoptamos algunos referentes teóricos y presentamos las investigaciones que estamos llevando en esta línea, en la que se pretende caracterizar el proceso de reflexión de estudiantes de la asignatura Prácticas de Enseñanza de Matemáticas, en la Licenciatura de Matemáticas. In this paper we characterize the term reflective mathematics teacher in order to elucidate teacher training programs and analyze teachers' development and its relation to their professional knowledge. We describe some of the research variables that are used to characterize and train reflective mathematics teachers. With this purpose, we introduce some theoretical considerations and present some of the research projects we are currently working on concerning the reflection processes of preservice teachers in a methods course of the mathematics degree.

Teacher Perceptions of an Online Tutoring Program for Elementary Mathematics

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Whetstone, Patti; Clark, Amy; Flake, Mari Wheeler

2014-01-01

This study explores elementary teacher perceptions related to the implementation of an online tutoring program. Teachers were surveyed regarding factors that affected use of the online tutoring program as a supplement to mathematics instruction. Results indicated that teachers overwhelmingly reported positive views of the training and support…

Exploring Preservice Mathematics Teachers' Perception of the Mathematics Teacher through Communities of Practice

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Akkoç, Hatice; Balkanlioglu, Mehmet Ali; Yesildere-Imre, Sibel

2016-01-01

This research aimed to analyse the induction experiences of preservice mathematics teachers during their school placements through the lens of communities of practice. The main research question was concerned with how preservice mathematics teachers perceive what constitutes the practice of a professional community of mathematics teachers. A…

Factors Considered by Elementary Teachers When Developing and Modifying Mathematical Tasks to Support Children's Mathematical Thinking

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Fredenberg, Michael Duane

The idea that problems and tasks play a pivotal role in a mathematics lesson has a long standing in mathematics education research. Recent calls for teaching reform appeal for training teachers to better understand how students learn mathematics and to employ students' mathematical thinking as the basis for pedagogy (CCSSM, 2010; NCTM, 2000; NRC 1999). The teaching practices of (a) developing a task for a mathematics lesson and, (b) modifying the task for students while enacting the lesson fit within the scope of supporting students' mathematical thinking. Surprisingly, an extensive search of the literature did not yield any research aimed to identify and refine the constituent parts of the aforementioned teaching practices in the manner called for by Grossman and xiii colleagues (2009). Consequently, my research addresses the two questions: (a) what factors do exemplary elementary teachers consider when developing a task for a mathematics lesson? (b) what factors do they consider when they modify a task for a student when enacting a lesson? I conducted a multiple case study involving three elementary teachers, each with extensive training in the area of Cognitively Guided Instruction (CGI), as well as several years experience teaching mathematics following the principles of CGI (Carpenter et al., 1999). I recorded video of three mathematics lessons with each participant and after each lesson I conducted a semi-structured stimulated recall interview. A subsequent follow-up clinical interview was conducted soon thereafter to further explore the teacher's thoughts (Ginsberg, 1997). In addition, my methodology included interjecting myself at select times during a lesson to ask the teacher to explain her reasoning. Qualitative analysis led to a framework that identified four categories of influencing factors and seven categories of supporting objectives for the development of a task. Subsets of these factors and objectives emerged as particularly relevant when the

Finnish Mentor Mathematics Teachers' Views of the Teacher Knowledge Required for Teaching Mathematics

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Asikainen, Mervi A.; Pehkonen, Erkki; Hirvonen, Pekka E.

2013-01-01

Seven Finnish mentor mathematics teachers were interviewed about their views regarding the teacher knowledge required for teaching mathematics. The results of the interviews revealed not only the teachers' spontaneous views of the knowledge base needed for effective mathematics teaching but also their views of the particular types of teacher…

The Mathematics Teacher's Profession: The Perspective of Future

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Corica, Ana Rosa; Otero, María Rita

2015-01-01

We present partial results of the design and implementation of a study program for the Mathematics Teacher Training. The research is developed in the light of the Anthropological Theory of the Didactic. This paper we analyze what gestures of the research and world questioning pedagogy are identified in a group of future teachers that study an…

Using Mathematics Literature with Prospective Secondary Mathematics Teachers

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Jett, Christopher C.

2014-01-01

Literature in mathematics has been found to foster positive improvements in mathematics learning. This manuscript reports on a mathematics teacher educator's use of literature via literature circles with 11 prospective secondary mathematics teachers in a mathematics content course. Using survey and reflection data, the author found that…

Teachers Perspective of Using English as a Medium of Instruction in Mathematics and Science Subjects

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Mansor, Norudin; Badarudin, Mohamed Ishak; Mat, Azman Che

2011-01-01

The policy of changing the medium of instruction in the teaching of mathematics and science from Bahasa Melayu to English is an important innovation affecting teachers of mathematics and science. It poses special challenges not only for teachers who have been trained in the Malay medium but also for those trained in English. This investigation…

Mathematics Teachers' Ideas about Mathematical Models: A Diverse Landscape

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Bautista, Alfredo; Wilkerson-Jerde, Michelle H.; Tobin, Roger G.; Brizuela, Bárbara M.

2014-01-01

This paper describes the ideas that mathematics teachers (grades 5-9) have regarding mathematical models of real-world phenomena, and explores how teachers' ideas differ depending on their educational background. Participants were 56 United States in-service mathematics teachers. We analyzed teachers' written responses to three open-ended…

Mathematics Teacher Identity in the Context of Mathematics Reform: Elementary Teacher Experiences

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Sun, Jennifer

2017-01-01

ABSTRACT OF THE DISSERTATIONMathematics Teacher Identity in the Context of Mathematics Reform:Elementary Teacher Experiences ByJennifer SunDoctor of Philosophy in EducationUniversity of California, Irvine, 2017Associate Professor Elizabeth A. van Es, ChairReform efforts and changes in mathematics education have brought on a shift towards a new vision of mathematics teaching in the United States. In light of recent accountability standards, the focus on teacher learning within the context of m...

Research on the Development of Middle School Mathematics Pre-Service Teachers' Perceptions Regarding the Use of Technology in Teaching Mathematics

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Akkaya, Recai

2016-01-01

This study aimed to investigate the changes in teacher perceptions regarding the use of technology subsequent to the training about technology integration in mathematics teaching. A training program that included combined technology, pedagogy and content knowledge was prepared and implemented on pre-service teachers with this aim. Exploratory…

Increasing Mathematics and Science Achievement for Culturally Diverse Students through Teaching Training

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Mahon, Lee

1997-01-01

The purpose of this proposal was to field test and evaluate a Teacher Training program that would prepare teachers to increase the motivation and achievement of culturally diverse students in the areas of science and mathematics. Designed as a three year program, this report covers the first two years of the training program at the Ronald McNair School in the Ravenswood School district, using the resources of the NASA Ames Research Center and the California Framework for Mathematics and Science.

The Impact of In-Service Technology Training Programmes on Technology Teachers

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Gumbo, Mishack; Makgato, Moses; Muller, Helene

2012-01-01

The aim of this paper is to assess the impact the Advanced Certificate in Education (ACE) in-service technology training program has on technology teachers' knowledge and understanding of technology. The training of technology teachers is an initiative toward teachers' professional development within the mathematics, science, and technology sphere…

Mathematics Teacher Identity in the Context of Mathematics Reform: Elementary Teacher Experiences

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Sun, Jennifer

2017-01-01

Reform efforts and changes in mathematics education have brought on a shift towards a new vision of mathematics teaching in the United States. In light of recent accountability standards, the focus on teacher learning within the context of mathematics professional development is even more pressing. Prior research on teacher learning in the context…

Historical behavior of the teaching process learning of the basic mathematical contents in the initial formation of the Mathematics teacher

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Yamila Medina-Sánchez

2017-04-01

Full Text Available The pedagogical universities in their different denominations, whether as Pedagogical Higher Institutes, Pedagogical Sciences Universities or Eastern University, have had in their center, the training of the teacher in their different specialties. The Mathematics teacher has been the result of training models and curricula in correspondence with the historical moment to which they have responded, all with the purpose of preparing them to impart the mathematical content in the educations that constitute action scenarios. The objective of this paper is to analyze the historical behavior of the learning process of the basic mathematical contents in the training process, because it is understood as the fundamental basis for achieving the objectives. For its development were taken into account the logical historical method, the interview, the survey and the documentary analysis.

Preparing Experienced Elementary Teachers as Mathematics Specialists

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Nickerson, Susan D.

2010-01-01

High quality teaching is critical to student learning, yet takes considerable time to develop in particular content areas. Students in high-poverty, urban settings are less likely to encounter experienced and trained teachers. Administrators from a large school district and university mathematics education faculty partnered and attempted to…

On Mathematical Understanding: Perspectives of Experienced Chinese Mathematics Teachers

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Cai, Jinfa; Ding, Meixia

2017-01-01

Researchers have long debated the meaning of mathematical understanding and ways to achieve mathematical understanding. This study investigated experienced Chinese mathematics teachers' views about mathematical understanding. It was found that these mathematics teachers embrace the view that understanding is a web of connections, which is a result…

Visuospatial training improves elementary students' mathematics performance.

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Lowrie, Tom; Logan, Tracy; Ramful, Ajay

2017-06-01

Although spatial ability and mathematics performance are highly correlated, there is scant research on the extent to which spatial ability training can improve mathematics performance. This study evaluated the efficacy of a visuospatial intervention programme within classrooms to determine the effect on students' (1) spatial reasoning and (2) mathematics performance as a result of the intervention. The study involved grade six students (ages 10-12) in eight classes. There were five intervention classes (n = 120) and three non-intervention control classes (n = 66). A specifically designed 10-week spatial reasoning programme was developed collaboratively with the participating teachers, with the intervention replacing the standard mathematics curriculum. The five classroom teachers in the intervention programme presented 20 hr of activities aimed at enhancing students' spatial visualization, mental rotation, and spatial orientation skills. The spatial reasoning programme led to improvements in both spatial ability and mathematics performance relative to the control group who received standard mathematics instruction. Our study is the first to show that a classroom-based spatial reasoning intervention improves elementary school students' mathematics performance. © 2017 The British Psychological Society.

Research trends in mathematics teacher education

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Lo, Jane-Jane; Zoest, Laura RVan

2014-01-01

Research on the preparation and continued development of mathematics teachers is becoming an increasingly important subset of mathematics education research. Such research explores the attributes, knowledge, skills and beliefs of mathematics teachers as well as methods for assessing and developing these critical aspects of teachers and influences on teaching.Research Trends in Mathematics Teacher Education focuses on three major themes in current mathematics teacher education research: mathematical knowledge for teaching, teacher beliefs and identities, and tools and techniques to support teacher learning. Through careful reports of individual research studies and cross-study syntheses of the state of research in these areas, the book provides insights into teachers' learning processes and how these processes can be harnessed to develop effective teachers. Chapters investigate bedrock skills needed for working with primary and secondary learners (writing relevant problems, planning lessons, being attentive to...

Experiencing Research Practice in Pure Mathematics in a Teacher Training Context

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Knoll, Eva; Ernest, Paul; Morgan, Simon

2004-01-01

This paper presents the early results of an experiment involving a class of elementary student teachers within the context of their mathematics preparation. The motivation of the exercise centered on giving them an experience with mathematical research at their own level and ascertaining its impact on their attitudes and beliefs. The students…

Pre-Service Teachers' TPACK Competencies for Spreadsheet Integration: Insights from a Mathematics-Specific Instructional Technology Course

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Agyei, Douglas D.; Voogt, Joke M.

2015-01-01

This article explored the impact of strategies applied in a mathematics instructional technology course for developing technology integration competencies, in particular in the use of spreadsheets, in pre-service teachers. In this respect, 104 pre-service mathematics teachers from a teacher training programme in Ghana enrolled in the mathematics…

Mobile learning to improve mathematics teachers mathematical competencies

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Hendrayana, A.; Wahyudin

2018-01-01

The role of teachers is crucial to the success of mathematics learning. One of the learning indicator is characterized by the students’ improved mathematical proficiency. In order to increase that, it is necessary to improve the teacher’s mathematical skills first. For that, it needs an innovative way to get teachers close to easily accessible learning resources through technology. The technology can facilitate teachers to access learning resources anytime and anywhere. The appropriate information technology is mobile learning. Innovations that can make teachers easy to access learning resources are mobile applications that can be accessed anytime and anywhere either online or offline. The research method was research development method. In preliminary analysis, subjects consist of teachers and lecturers in professional teacher education program. The results that the teachers ready to adopt mobile-learning for the improvement of their skills.

The Teachers Academy for Mathematics and Science

Energy Technology Data Exchange (ETDEWEB)

1992-01-01

In his State of the Union address on January 31, 1990, President Bush set a goal for US students to be number one in the world in mathematics and science achievement by the year 2000. The Teachers Academy for Mathematics and Science in Chicago is an experiment of unprecedented boldness and scale that can provide a means to the President's goal, both for the Chicago area and as a national model. This document covers organization and governance, program activities, future training goals, and evaluation programs.

A model of professional competences in mathematics to update mathematical and didactic knowledge of teachers

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Díaz, Verónica; Poblete, Alvaro

2017-07-01

This paper describes part of a research and development project carried out in public elementary schools. Its objective was to update the mathematical and didactic knowledge of teachers in two consecutive levels in urban and rural public schools of Region de Los Lagos and Region de Los Rios of southern Chile. To that effect, and by means of an advanced training project based on a professional competences model, didactic interventions based on types of problems and types of mathematical competences with analysis of contents and learning assessment were designed. The teachers' competence regarding the didactic strategy used and its results, as well as the students' learning achievements are specified. The project made possible to validate a strategy of lifelong improvement in mathematics, based on the professional competences of teachers and their didactic transposition in the classroom, as an alternative to consolidate learning in areas considered vulnerable in two regions of the country.

Pre-Service Secondary Mathematics Teachers' Reflections on Good and Bad Mathematics Teaching

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Dayal, Hem Chand

2013-01-01

Researchers suggest that teachers' beliefs about teaching are strongly influenced by their personal experiences with mathematics. This study aimed to explore Pacific Island pre-service secondary mathematics teachers' perceptions about good and bad mathematics teachers. Thirty pre-service teachers, enrolled in a mathematics teaching methods course…

Proposal of a pedagogical model for mathematics teacher education

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Alfonso Jiménez Espinosa

2011-01-01

Full Text Available This research-based article reflects on mathematics teacher education, and proposes a pedagogical model for this purpose, called Gradual Research Pedagogical Model (MPGI. This model considers the central curricular elements of any academic education process: student, teacher and contents, with evaluation as transversal element for analysis and feedback. The training of future teachers is constituted by three moments, each with its specific emphasis: the first is “contextualization”, which aims at having the student understand his or her new academic role, and identify and overcome his or her academic weak points, the second is “knowledge foundation”, which offers basic education in the fields of mathematics and pedagogy, as well as sensibilization towards social issues, opening up the student’s possibilities as leader and agent of change, and lastly, “knowledge immersion”, which is centered on research and the identification and study of topics and problems of the mathematical discipline as well as the pedagogical field.

Teacher training for mathematical literacy: A case study taking the ...

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Hennie

offered via government-funded Advanced Certificate in Education (ACE) qualifications, ... In-service teachers in KZN were identified by the DoE to attend the two- ... that guides this study is: how can HEIs ensure quality teacher training for ML in.

Linking Preservice Teachers' Mathematics Self-Efficacy and Mathematics Teaching Efficacy to Their Mathematical Performance

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Bates, Alan B.; Latham, Nancy; Kim, Jin-ah

2011-01-01

This study examined preservice teachers' mathematics self-efficacy and mathematics teaching efficacy and compared them to their mathematical performance. Participants included 89 early childhood preservice teachers at a Midwestern university. Instruments included the Mathematics Self-Efficacy Scale (MSES), Mathematics Teaching Efficacy Beliefs…

Outcome of the Market: The Outdated Mathematics Teacher

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Munoz, Alex Montecino

2018-01-01

This chapter seeks, on the one hand, to illustrate the configuration of a mathematics teacher who is always considered to be outdated, and on the other hand, to discuss the circulation of a promise of salvation embodied in the discourses of permanent training. This chapter aims to contribute to t...

Preservice Agricultural Education Teachers' Mathematics Ability

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Stripling, Christopher T.; Roberts, T. Grady

2012-01-01

The purpose of this study was to examine the mathematics ability of the nation's preservice agricultural education teachers. Based on the results of this study, preservice teachers were not proficient in solving agricultural mathematics problems, and agricultural teacher education programs require basic and intermediate mathematics as their…

High school mathematics teachers' perspectives on the purposes of mathematical proof in school mathematics

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Dickerson, David S.; Doerr, Helen M.

2014-12-01

Proof serves many purposes in mathematics. In this qualitative study of 17 high school mathematics teachers, we found that these teachers perceived that two of the most important purposes for proof in school mathematics were (a) to enhance students' mathematical understanding and (b) to develop generalized thinking skills that were transferable to other fields of endeavor. We found teachers were divided on the characteristics (or features) of proofs that would serve these purposes. Teachers with less experience tended to believe that proofs in the high school should adhere to strict standards of language and reasoning while teachers with more experience tended to believe that proofs based on concrete or visual features were well suited for high school mathematics. This study has implications for teacher preparation because it appears that there is a wide variation in how teachers think about proof. It seems likely that students would experience proof very differently merely because they were seated in different classrooms.

Elementary Pre-Service Teachers' Mathematics Anxiety and Mathematics Teaching Anxiety

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Haciomeroglu, Guney

2014-01-01

The present study examined the structure of elementary pre-service teachers' mathematics anxiety and mathematics teaching anxiety by asking whether the two systems of anxiety are related. The Turkish Mathematics Anxiety Rating Scale Short Version and the Mathematics Teaching Anxiety Scale were administered to 260 elementary pre-service teachers.…

Mathematics Courses for the Prospective Teacher.

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Kistler, Barbara C.

This paper suggests that faculty at two-year institutions need to become partners with colleges of education and K-12 teachers of mathematics in preparing future mathematics teachers. The paper presents the following: a summary of recommendations on programs for prospective teachers; a summary of recommendations about mathematics courses for…

Strengthening Mathematics And Science Education (SMASE) For Improving The Quality Of Teachers in Nigeria

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Shuaibu, Zainab Muhammad

2016-04-01

The education system in Nigeria, especially at the basic education level, teachers who teach mathematics and science need to be confident with what they are teaching, they need to have appropriate techniques and strategies of motivating the pupils. If these subjects are not taught well at the basic education level its extraordinarily hard to get them (pupils/students) back to track, no matter what will be done in the secondary and tertiary level. Teachers as the driving force behind improvements in the education system are in the best position to understand and propose solutions to problems faced by students. Teachers must have access to sustainable, high quality professional development in order to improve teaching and student learning. Teachers' professional development in Nigeria, however, has long been criticized for its lack of sustainability and ability to produce effective change in teaching and students achievement. Education theorists today believe that a critical component of educational reform lies in providing teachers with various opportunities and supports structures that encourage ongoing improvement in teachers' pedagogy and discipline-specific content knowledge. However, the ongoing reforms in education sector and the need to refocus the Nigeria education system towards the goal of the National Economical Empowerment and Development Strategies (NEEDS) demand that the existing In-service and Education Training (INSET) in Nigeria be refocused. It is against this premise that an INSET programme aimed at Strengthening Mathematics And Science Education (SMASE) for primary and secondary school teachers was conceived. The relevance of the SMASE INSET according to the Project Design Matrix (PDM) was derived from an In-service aimed at enhancing the quality of teachers in terms of positive attitude, teaching methodology, mastery of content, resource mobilization and utilization of locally available teaching and learning materials. The intervention of

Emotion, Identity and Teacher Learning: Becoming a Primary Mathematics Teacher

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Hodgen, Jeremy; Askew, Mike

2007-01-01

Teacher change in mathematics education is recognised to be a difficult and at times painful process. This is particularly so in countries such as England where primary mathematics is taught by non-specialist teachers, who have often had negative experiences of their own school mathematics. In this paper we explore primary teachers' emotional…

Enhancing mathematics teachers' quality through Lesson Study.

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Lomibao, Laila S

2016-01-01

The efficiency and effectivity of the learning experience is dependent on the teacher quality, thus, enhancing teacher's quality is vital in improving the students learning outcome. Since, the usual top-down one-shot cascading model practice for teachers' professional development in Philippines has been observed to have much information dilution, and the Southeast Asian Ministers of Education Organization demanded the need to develop mathematics teachers' quality standards through the Southeast Asia Regional Standards for Mathematics Teachers (SEARS-MT), thus, an intensive, ongoing professional development model should be provided to teachers. This study was undertaken to determine the impact of Lesson Study on Bulua National High School mathematics teachers' quality level in terms of SEARS-MT dimensions. A mixed method of quantitative-qualitative research design was employed. Results of the analysis revealed that Lesson Study effectively enhanced mathematics teachers' quality and promoted teachers professional development. Teachers positively perceived Lesson Study to be beneficial for them to become a better mathematics teacher.

The Relationships among Mathematics Teaching Efficacy, Mathematics Self-Efficacy, and Mathematical Beliefs for Elementary Pre-Service Teachers

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Briley, Jason S.

2012-01-01

Ninety-five elementary pre-service teachers enrolled in a mathematics content course for elementary school teachers completed 3 surveys to measure mathematics teaching efficacy, mathematics self-efficacy, and mathematical beliefs. The pre-service teachers who reported stronger beliefs in their capabilities to teach mathematics effectively were…

Attitudes of Mathematics Teachers toward Using Smart Board in Teaching Mathematics

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Muhanna, Wafa; Nejem, Khamis Mousa

2013-01-01

This study aimed at investigating the attitudes of mathematics teachers toward using a smart board in teaching mathematics and also to determine the effect of gender, experience, and qualification of teachers on their attitudes. The sample of this study consisted of 74 mathematics teachers--35 males and 39 females--from private schools in Amman…

Prospective Secondary Mathematics Teachers' Perspectives and Mathematical Knowledge for Teaching

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Karagöz-Akar, Gülseren

2016-01-01

This study investigated the relationship between prospective secondary mathematics teachers' perspectives and their mathematical knowledge for teaching in action. Data from two prospective teachers' practice-teachings, one in geometry and one in algebra, their lesson plans and self-reflections were analyzed with Teacher Perspectives and Knowledge…

Mathematics Teachers' Support and Retention: Using Maslow's Hierarchy to Understand Teachers' Needs

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Fisher, Molly H.; Royster, David

2016-01-01

As part of a larger study, four mathematics teachers from diverse backgrounds and teaching situations report their ideas on teacher stress, mathematics teacher retention, and their feelings about the needs of mathematics teachers, as well as other information crucial to retaining quality teachers. The responses from the participants were used to…

The Characteristics of a Good Mathematics Teacher in Terms of Students, Mathematics Teachers, and School Administrators

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Yesildere-Imre, Sibel

2017-01-01

This qualitative research aims to examine the opinions of school administrators, teachers, and middle school students about what makes a good mathematics teacher. Interviews were conducted with thirty-five participants: ten school administrators, ten mathematics teachers, and fifteen middle school students. A semi-structured interview form…

Primary School Pre-Service Mathematics Teachers' Views on Mathematical Modeling

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Karali, Diren; Durmus, Soner

2015-01-01

The current study aimed to identify the views of pre-service teachers, who attended a primary school mathematics teaching department but did not take mathematical modeling courses. The mathematical modeling activity used by the pre-service teachers was developed with regards to the modeling activities utilized by Lesh and Doerr (2003) in their…

A Phenomenological Research Study of the Experience of Teachers in the Virgin Islands Teacher Enhancement in Mathematics and Science Project

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Thurland, Karen C.

The purpose of conducting this study was to describe the experience of elementary teachers in a mathematics and science staff development project in the U.S. Virgin Islands. The focus of this study was to describe the meaning teachers attribute to their experience in this three year project, in which many of the national mathematics and science reform efforts were implemented. A phenomenological approach was used in order to develop a complete picture of the teachers' experiences. Data collection consisted of interviews with seven elementary teachers. The data were subjective descriptions of the teachers pertaining to the initial summer institute, the follow-up sessions, and the new innovative methods. The transcendental phenomenological model was used. The textural and structural themes included enhanced learning and changes in teaching practice, and interactions with colleagues. From these themes, individual and composite textual descriptions of the experience of the teacher participants were developed. The synthesis of those descriptions illuminated the meanings and essence of their lived experience. The findings indicate that the essence of the experience was the development of a positive attitude towards the teaching of math and science. The teachers gained confidence in their ability to motivate students with the inquiry method and taught more math and science. The implications for the Virgin Islands Department of Education include establishing a partnership with the local university to offer staff development training in mathematics and science and to conduct evaluations of its training efforts.

Learning to Attend to Precision: The Impact of Micro-Teaching Guided by Expert Secondary Mathematics Teachers on Pre-Service Teachers' Teaching Practice

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Cheng, Jing

2017-01-01

Micro-teaching at universities and student teaching in secondary schools are standard forms of practice training for pre-service mathematics teachers in Chinese university teacher education programs. The former is guided by university professors, and the latter is guided by school teachers. In recent years, a special kind of micro-teaching…

Secondary School Mathematics Teachers' Knowledge Levels and Use of History of Mathematics

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Bütüner, Suphi Önder

2018-01-01

This study describes secondary school mathematics teachers' use of history of mathematics in their classes and their knowledge levels in this field. The study population included a total of 58 secondary school mathematics teachers working at the secondary schools located in Yozgat city center, and the sample included 32 mathematics teachers from…

A Capstone Mathematics Course for Prospective Secondary Mathematics Teachers

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Artzt, Alice F.; Sultan, Alan; Curcio, Frances R.; Gurl, Theresa

2012-01-01

This article describes an innovative capstone mathematics course that links college mathematics with school mathematics and pedagogy. It describes how college juniors in a secondary mathematics teacher preparation program engage in leadership experiences that enable them to learn mathematics for teaching while developing student-centered…

Mathematics Teachers' Use of Ethnomathematics Approach in Mathematics Teaching in Edo State

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Aikpitanyi, Lucky Aiwuyor; Eraikhuemen, Lucy

2017-01-01

The study investigated mathematics teachers' use of ethnomathematics approach to teaching. Descriptive survey research was used with a target population of all mathematics teacher in all public secondary schools in Oredo, Egor and Ikpoba-Okha local government areas of Edo State out of which 121 mathematics teachers in 42 randomly selected public…

The Development of e-tutorial on Implementation National Curriculum 2013 for Mathematics Teacher

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Roza, Yenita; Satria, Gita; Nur Siregar, Syarifah

2017-06-01

Curriculum 2013 is the new national Curriculum in Indonesia that is targeted to be used in all Indonesian schools in 2019. At this time the teacher training continues but the number and locations of teachers very diffuse and time constraints to be an obstacle for the government to be able to conduct training for teachers. This research resulted in the e-tutorial which is designed for mathematics teachers in studying the process of Curriculum implementation. This product will assist the government in accelerating the preparation of teachers in implementation of Curriculum 2013. This e-tutorial contains the dynamics of Curriculum development, learning model, learning assessment, lesson plan, curriculum stages of implementation and government regulation that is relevant to the implementation of Curriculum 2013. The product development started with a needs analysis through discussions with mathematics teachers about their difficulties in the implementation of the Curriculum 2013. This e-tutorial was developed using Application of Adobe Director 11. This paper discusses the results of need analysis, process development and results of product revisions made based on input from teachers during the FGD. From the discussion, it can be concluded that this e-tutorial easily understood by teachers and help them to understand the implementation of Curriculum 2013

Mathematics teachers' support and retention: using Maslow's hierarchy to understand teachers' needs

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Fisher, Molly H.; Royster, David

2016-10-01

As part of a larger study, four mathematics teachers from diverse backgrounds and teaching situations report their ideas on teacher stress, mathematics teacher retention, and their feelings about the needs of mathematics teachers, as well as other information crucial to retaining quality teachers. The responses from the participants were used to develop a hierarchy of teachers' needs that resembles Maslow's hierarchy, which can be used to better support teachers in various stages of their careers. The interviews revealed both non content-specific and content-specific needs within the hierarchy. The responses show that teachers found different schools foster different stress levels and that as teachers they used a number of resources for reducing stress. Other mathematics-specific ideas are also discussed such as the amount of content and pedagogy courses required for certification.

Mathematical knowledge for teaching: Making the tacit more explicit in mathematics teacher education

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Abdullah, Mohd Faizal Nizam Lee; Vimalanandan, Lena

2017-05-01

Teaching practice during school based experiences, afford an opportunity for pre service teachers to put into practice their knowledge for teaching mathematics. Like all knowledge, Mathematical Knowledge for Teaching (MKT) is held in both tacit and explicit form, making it especially difficult to study and map during instruction. This study investigates the tacit and explicit nature of MKT held by pre service teachers in a Malaysian Teacher Education Program and how it impacts the Mathematical Quality of their instruction (MQI). This study of three mathematics pre-service teachers (PSTs), utilised videos of mathematics lessons, reflective debriefs and interviews. The findings suggest that factors such as reflecting, peer-sharing, conferencing with mentors and observing support in making tacit knowledge more explicit during planning and instruction. Implications for preparation of mathematics teachers capable of high Mathematical Quality of Instruction are also discussed.

Pre-Service Teacher Training on Game-Enhanced Mathematics Teaching and Learning

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Meletiou-Mavrotheris, Maria; Prodromou, Theodosia

2016-01-01

The paper reports the main insights from a study aimed at equipping a group of pre-service teachers with the knowledge, skills, and practical experience required to effectively integrate educational games within the mathematics curriculum. An instructional intervention based on the Technological Pedagogical and Content Knowledge framework was…

Opinions of Secondary School Mathematics Teachers on Mathematical Modelling

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Tutak, Tayfun; Güder, Yunus

2013-01-01

The aim of this study is to identify the opinions of secondary school mathematics teachers about mathematical modelling. Qualitative research was used. The participants of the study were 40 secondary school teachers working in the Bingöl Province in Turkey during 2012-2013 education year. Semi-structured interview form prepared by the researcher…

Talking the talk…but walking the walk? How do non-specialist mathematics teachers come to see themselves as mathematics teachers?

OpenAIRE

Crisan, C.; Rodd, M.

2014-01-01

In order to address the shortage of mathematics teachers in England, the UK government has funded various in-service subject knowledge courses for practising teachers, who are not mathematics specialists. These courses aim to develop these teachers’ mathematical subject knowledge (e.g., DfE 2014). In this TAS session we will report on a research project which was set up to investigate how teachers on the in-service programmes offered by our institution developed as teachers of mathematics. We...

TEACHERS PERSPECTIVE OF USING ENGLISH AS A MEDIUM OF INSTRUCTION IN MATHEMATICS AND SCIENCE SUBJECTS

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Norudin Mansor

2011-07-01

Full Text Available The policy of changing the medium of instruction in the teaching of mathematics and science from Bahasa Melayu to English is an important innovation affecting teachers of mathematics and science. It poses special challenges not only for teachers who have been trained in the Malay medium but also for those trained in English. This investigation seeks to find out the achievement of students in mathematic and science subjects after considering the impact of prominent independent variables such as, the school, class and home environment, the teaching methodology and the teachers’ attitude. Analysis of the development in the state of Terengganu has been carried out by the distribution of questionnaires to teachers involved. Result of the correlation and multiple regressions indicated that all the three factors are significantly associated towards students’ achievement. However, the teaching methodology indicated a low level of moderate correlation which is believed to be the immediate issue that needed to be addressed in the new system.

Novice Mathematics Teachers Create Themselves

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Schatz Oppenheimer, Orna; Dvir, Nurit

2018-01-01

This study presents a qualitative research based on three narratives written by novice mathematics teachers. We examine their unique professional world during their first year of work. The methodology of narrative framework, on which this article is based, helps to gain better understanding of the need for novice mathematics teachers to have…

Technological pedagogical content knowledge and teaching practice of mathematics trainee teachers

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Tajudin, Nor'ain Mohd.; Kadir, Noor Zarinawaty Abd.

2014-07-01

This study aims to identify the level of technological pedagogical content knowledge (TPCK) of mathematics trainee teachers at Universiti Pendidikan Sultan Idris (UPSI) and explore their teaching practices during practical training at school. The study was conducted in two phases using a mix-method research. In the first phase, a survey method using a questionnaire was carried out on 156 trainee teachers of Bachelor of Mathematics Education (AT14) and Bachelor of Science (Mathematics) with Education (AT48). The instrument used was a questionnaire that measures the level of content knowledge, pedagogy, technology and TPCK of mathematics. Data were analyzed using descriptive statistics, namely the mean. While in the second phase, the interview method involved four trainee teachers were performed. The instrument used was the semi-structured interview protocol to assess the trainee teacher's TPCK integration in their teaching practice. Data were analyzed using the content analysis. The findings showed that the level of knowledge of TPCK among trainee teachers was moderate with overall mean score of 3.60. This level did not show significant differences between the two programs with mean scores of 3.601 for the AT14 group and 3.603 for the AT48 group. However, there was a difference for gender classification such that the female trainees had mean score of 3.58 and male trainees with mean score of 3.72. Although students' TPCK level was moderate, the level of content knowledge (CK), technological knowledge (TK) and pedagogical knowledge (PK), showed a higher level with overall mean scores of 3.75, 3.87 and 3.84 respectively. The findings also showed that in terms of content knowledge, trainee teacher's learning mathematics background was good, but the knowledge of mathematics was limited in the curriculum, philosophy and application aspect. In terms of pedagogical content knowledge, all respondents tend to use lecture and discussion methods in teaching Trigonometry topic

Assessment Mathematics Teacher's Competencies

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Alnoor, A. G.; Yuanxiang, Guo; Abudhuim, F. S.

2007-01-01

This paper aimed to identifying the professional efficiencies for the intermediate schools mathematics teachers and tries to know at what level the math teachers experience those competencies. The researcher used a descriptive research approach, the study data collected from specialist educators and teacher's experts and previous studies to…

ICT Integration in Mathematics Initial Teacher Training and Its Impact on Visualization: The Case of GeoGebra

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Dockendorff, Monika; Solar, Horacio

2018-01-01

This case study investigates the impact of the integration of information and communications technology (ICT) in mathematics visualization skills and initial teacher education programmes. It reports on the influence GeoGebra dynamic software use has on promoting mathematical learning at secondary school and on its impact on teachers' conceptions…

Didactics of science and mathematics: emergence and implications for the teacher training

Directory of Open Access Journals (Sweden)

Francisco Régis Vieira Alves

2017-12-01

Full Text Available The field of studies and research in Science and Mathematics Education enjoys a wide recognition and acceptance by the community of experts in several countries around the world. In particular, when we turn our attention more to teaching and learning phenomena, especially to classroom phenomena, in which the teacher of specific disciplines assumes a non-supporting position in the process, we come to see a place of relevance for Didactics Sciences and Mathematics (DCeM. Thus, in this context, the present paper addresses works and discusses some trends in DCeM, without disregarding a historical-evolutionary scientific trajectory that culminated with its academic visibility, especially in the years of 1980 and 1990. In addition, a framework of globality can not be understood without an understanding of the function of its constituent parts. Thus, some assumptions of the Didactics of Mathematics (DM, Didactics of Physics (DF, Didactics of Chemistry (DQ and, finally, Didactics of Biology (DB provide the reader with the perception of invariant and recurrent elements In the studies in each area, with the bias of interest in their teaching. Therefore, work provides the dialectical process of substitution and old paradigms and the glimpse of new trajectories of research in teaching of Sciences and Mathematics that, despite its advances, cannot neglect the main scenario of the teacher's performance, that is, the classroom.

Teacher's Guide to Secondary Mathematics.

Science.gov (United States)

Duval County Schools, Jacksonville, FL.

This is a teacher's guide to secondary school mathematics. Developed for use in the Duval County Public Schools, Jacksonville, Florida. Areas of mathematics covered are algebra, analysis, calculus, computer literacy, computer science, geometry, analytic geometry, general mathematics, consumer mathematics, pre-algebra, probability and statistics,…

Perspectives on instructor modeling in mathematics teacher education

OpenAIRE

Brown, Cassondra

2009-01-01

Teachers' instructional practices are greatly shaped by their own learning experiences as students in K-12 and college classrooms, which for most teachers was traditional, teacher-centered instruction. One of the challenges facing mathematics education reform is that, traditional teaching is in contrast to reform student- centered instruction. If teachers learn from their experiences as mathematics students, mathematics teacher educators are encouraged to model practices they would like teach...

The Relationship of Mathematics Anxiety and Mathematical Knowledge to the Learning of Mathematical Pedagogy by Preservice Elementary Teachers.

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Battista, Michael T.

1986-01-01

Examined how preservice elementary teachers' (N=38) mathematical knowledge and mathematics anxiety affect their success in a mathematics methods course. Also examined the hypothesis that a mathematics methods course can reduce the mathematics anxiety of these teachers. One finding is that mathematics anxiety does not inhibit their learning of…

The Relationships among Pre-Service Mathematics Teachers' Beliefs about Mathematics, Mathematics Teaching, and Use of Technology in China

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Yang, Xinrong; Leung, Frederick K. S.

2015-01-01

This paper investigated pre-service mathematics teachers' mathematics beliefs, beliefs about information and communication technology (ICT), and their relationships. 787 pre-service mathematics teachers in China completed a survey questionnaire measuring their beliefs about the nature of mathematics, beliefs about mathematics learning and…

MATHEMATICS TEACHER: MOVING KNOWLEDGE UNDER FORMATION

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Roselaine Machado Albernaz

2010-07-01

Full Text Available This essay approaches the Mathematics teacher forming process from his/her experiences in the school system and the set of knowledge that hashistorical, philosophical and politically constituted him/her. This set of knowledge not only comprises academic knowledge, but also involves the subjective effects of knowledge it incorporates. Starting from a tale, the character, called ‘researcher-teacher’, conducts the text throughout questions about the forming processes of teachers of such a particular subject as Mathematics. The character seems to have an “interrogative something” which is peculiar to us, teachers, concerned about our disciplinary field. Having the objective of problematize the formation and knowledge of our character, her ways of being, thinking and perceiving, we intend to question, with and through her, the new requirements that have been demanded towards Mathematics teachers and the set of knowledge that constitute her, the way she is, her way of acting and taking  position in the school universe. The proposed essay seeks for an articulation between the fields of Art, Philosophy, Science and Education. It speaks about the intriguing school world, but not least, the ways we think to treat the forming process of Mathematics teachers from a set of logical, subjective and sensitive knowledge.  Key words: Forming process of teachers; mathematics; aesthetic experience; philosophy of difference.

How working on mathematics impacts primary teaching: Mathematics Specialist Teachers make the connections

OpenAIRE

Hilton, C.; Houssart, J.

2014-01-01

We draw on analysis of assignments by primary teachers as part of the assessment for the Mathematics Specialist Teachers programme (MaST). In the assignment teachers are asked to work on some mathematics themselves, write up the mathematical part of their work then write about how this experience has impacted on their practice as a primary teacher. We focus first on case studies of teachers who included algebraic work in the first part of their assignments and look at what they say about the ...

Enhancing Teacher Education in Primary Mathematics with Mobile Technologies

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Schuck, Sandy

2016-01-01

A challenge of teacher education is to produce graduate primary school teachers who are confident and competent teachers of mathematics. Various approaches to primary school teacher education in mathematics have been investigated, but primary teacher education graduates still tend to be diffident in their teaching of mathematics. In an age where…

Preservice Mathematics Teachers' Perceptions of Drama Based Instruction

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Bulut, Neslihan

2016-01-01

The purpose of this study was to determine the perceptions of pre-service mathematics teachers related to drama-based instruction. For this purpose, effects of a drama-based mathematics course on senior class pre-service mathematics teachers' knowledge about drama-based instruction and teacher candidates' competencies for developing and…

Relationship between teachers' coverage of mathematics curriculum ...

African Journals Online (AJOL)

kofi.mereku

African Journal of Educational Studies in Mathematics and Sciences Vol. ... materials (MCM) and their schools' performance in mathematics ... should be created for mathematics teachers in high performing junior high schools to share their ... in syllabuses which are also spread out in text books, teachers' hand out, etc.

Lowering Preservice Teachers' Mathematics Anxiety through an Experience-Based Mathematics Methods Course.

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Conrad, Karen S.; Tracy, Dyanne M.

Research has shown that elementary teachers are mathematics anxious, and that this anxiousness can be transmitted to their students. Therefore, many students are not afforded the opportunity to participate in a comfortable mathematics environment. Preservice elementary teachers (n=63) reported their pre- and posttest mathematics anxiety using the…

Preservice Elementary Mathematics Teachers' Level of Relating Mathematical Concepts in Daily Life Contexts

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Akkus, Oylum

2008-01-01

The purpose of this study was to investigate preservice elementary mathematics teachers' ability of relating mathematical concepts and daily life context. Two research questions were set; what is the preservice elementary mathematics teachers' level of relating mathematical concepts and daily life context regarding to their education year and…

Science and mathematics teachers of the future

DEFF Research Database (Denmark)

Michelsen, Claus; Nielsen, Jan Alexis; Petersen, Morten Rask

2008-01-01

This paper presents the project Science and Mathematics Teachers of the Future. The aim of the project is to develop and implement a graduate level equivalent degree program in mathematics and science instruction for in-service teachers of lower secondary education. This aim is achieved...... in the programme through involving the teachers in design, implementation and evaluation of innovative instructional sequences, which deals with a wide range of aspects of mathematics and science, e.g. modern science and the importance of science in society. In the program contemporary science and mathematics...... education research serves as a basis for the design and development of warranted practices with which the teachers may experiment in their classroom. We will focus on the outcomes of offering a program which is intimately tied to (i) contemporary science and mathematics education research, (ii) modern...

Middle-School Mathematics Teachers' Beliefs in NCTM's Vision

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Perrin, John Robert

2012-01-01

This study examined the extent to which seventh- and eighth-grade mathematics teachers are aware of National Council of Teachers of Mathematics (NCTM) standards documents, Curriculum and Evaluation Standards for School Mathematics and Principles and Standards for School Mathematics and agree with NCTM's vision of school mathematics as expressed in…

Teacher Mathematical Literacy: Case Study of Junior High School Teachers in Pasaman

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Ahmad, D.; Suherman, S.; Maulana, H.

2018-04-01

The aim of this paper was to examine the ability of junior high school mathematics teachers to solve mathematical literacy base Problems (PISA and PISA-like problems) for the case Pasaman regency. The data was collected by interviews and test. As the results of this study, teacher ability in solving mathematical literacy base problems for level 1 until 3 has been good, but for level 4 or above is still low. It is caused by teacher knowledge about mathematical literacy still few.

Mathematics Teacher Education: A Model from Crimea.

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Ferrucci, Beverly J.; Evans, Richard C.

1993-01-01

Reports on the mathematics teacher preparation program at Simferopol State University, the largest institution of higher education in the Crimea. The article notes the value of investigating what other countries consider essential in mathematics teacher education to improve the mathematical competence of students in the United States. (SM)

An Ecological Analysis of Mathematics Teachers' Noticing

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Jazby, Dan

2016-01-01

Most studies which investigate mathematics teacher noticing cast perception into a passive role. This study develops an ecological analysis of mathematics teachers' noticing in order to investigate how teachers actively look for information in classroom environments. This method of analysis is applied to data collected as an experienced primary…

[Teacher Training.

Science.gov (United States)

Palmatier, Robert A., Ed.

1977-01-01

This issue collects three articles concerning reading-teacher training. "Language, Failure, and Panda Bears" by Patricia M. Cunningham calls attention to dialect difficulties in the classroom and provides ideas for teacher training programs and for public schools to solve this problem. William H. Rupley, in "Improving Teacher Effectiveness in…

Elementary Preservice Teachers' and Elementary Inservice Teachers' Knowledge of Mathematical Modeling

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Schwerdtfeger, Sara

2017-01-01

This study examined the differences in knowledge of mathematical modeling between a group of elementary preservice teachers and a group of elementary inservice teachers. Mathematical modeling has recently come to the forefront of elementary mathematics classrooms because of the call to add mathematical modeling tasks in mathematics classes through…

The Realities of Teaching Elementary Mathematics by Student Teachers: A Phenomenological Probe

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Jo Ann M. Petancio

2018-02-01

Full Text Available This study probed into the lived experiences of the student-teachers as they go through teaching Elementary Mathematics. Apart from Mathematics, these student-teachers who are generalists teach the other seven subjects. This phenomenological study was conducted during the first semester, school year 2017-2018 in Cebu Normal University-Integrated Laboratory School in Cebu City, Philippines. The researchers interviewed twelve student teachers and used Colaizzi’s method of data analysis. Results revealed that the essence of teaching Math from the lens of elementary student teachers is condensed in the following themes: a Emotional mix-up; b Challenging; c Never stop learning and reach out for help; d Success is a joint venture of teacher and student; e Values count; f We are work in progress. The researchers recommend that teacher education institutions may consider revisiting their policies and practices to strengthen the support lent by the supervisor, mentors and staff to the budding teachers; providing supplemental training and coaching towards improving the student teachers’ pedagogical content knowledge in Math; and providing the pre-service teachers with reflective strategies in processing one’s own experiences in teaching the subject. Moreover, since elementary student-teachers teach not only Math but the other subjects as well, the researchers also recommend that further researches may be conducted on topics related on how the teaching of the other subjects influence one’s way of teaching Mathematics.

Experiences of Student Mathematics-Teachers in Computer-Based Mathematics Learning Environment

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Karatas, Ilhan

2011-01-01

Computer technology in mathematics education enabled the students find many opportunities for investigating mathematical relationships, hypothesizing, and making generalizations. These opportunities were provided to pre-service teachers through a faculty course. At the end of the course, the teachers were assigned project tasks involving…

SUBJECT «NUMBER SYSTEMS» IN TWO-LEVELED FORMAT PREPARATION TEACHERS OF MATHEMATICS

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V. I. Igoshin

2017-01-01

Full Text Available The aim of this article is to analyze the format of a two-leveled training – bachelor and master – future teachers of mathematics from the point of view of the content of mathematical material, which is to develop prospective teachers of mathematics at those two levels, shaping their professional competence.Methods. The study involves the theoretical methods: the analysis of pedagogical and methodical literature, normative documents; historical, comparative and logical analysis of the content of pedagogical mathematical education; forecasting, planning and designing of two-leveled methodical system of training of future teachers of mathematics.Results and scientific novelty. The level differentiation of the higher education system requires developing the appropriate curricula for undergraduate and graduate programs. The fundamental principle must be the principle of continuity – the magister must continue to deepen and broaden knowledge and skills, along with competences acquired, developed and formed on the undergraduate level. From these positions, this paper examines the course «Number Systems» – the most important in terms of methodology course for future mathematics teachers, and shows what content should be filled with this course at the undergraduate level and the graduate level. At the undergraduate level it is proposed to study classical number systems – natural, integer, rational, real and complex. Further extensions of the number systems are studied at the graduate level. The theory of numeric systems is presented as a theory of algebraic systems, arising at the intersection of algebra and mathematical logic. Here we study algebras over a field, division algebra over a field, an alternative algebra with division over the field, Jordan algebra, Lie algebra. Comprehension of bases of the theory of algebras by the master of the «mathematical education» profile will promote more conscious

Where is the mathematics in the continuing professional development of mathematics teachers?

OpenAIRE

Jones, Keith

1994-01-01

“Subject knowledge” is increasingly being seen as a critical component of effective teaching yet very often (and particularly for secondary teachers) this subject knowledge is taken for granted. The study of mathematics is a required component of the initial education of teachers who will specialise in teaching mathematics, either as a prerequisite in the case of the one-year PGCE or as an integral part of the B.Ed. degree. What becomes of the study of mathematics for these teachers after tha...

The Use of the History of Mathematics in the Teaching Pre-Service Mathematics Teachers

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Galante, Dianna

2014-01-01

Many scholars have written about using the history of mathematics in the teaching of pre-service mathematics teachers. For this study, pre-service mathematics teachers developed an electronic journal of reflections based on presentations in the history of mathematics in a secondary mathematics education course. The main purpose of the…

Under-Threes' Mathematical Learning--Teachers' Perspectives

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Franzén, Karin

2014-01-01

This project highlights preschool teachers' views of toddlers' learning in mathematics. The Swedish national curriculum covers even the youngest children who are 1-3?years old. Interesting questions are thus: what should mathematics be for this age group and how should preschool teachers work with maths to achieve the curriculum objectives? Data…

Differences in Mathematics Teachers' Perceived Preparedness to Demonstrate Competence in Secondary School Mathematics Content by Teacher Characteristics

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Ng'eno, J. K.; Chesimet, M. C.

2016-01-01

A sample of 300 mathematics teachers drawn from a population of 1500 participated in this study. The participants were selected using systematic random sampling and stratified random sampling (stratified by qualification and gender). The data was collected using self-report questionnaires for mathematics teachers. One tool was used to collect…

Pre-Service Teachers' Mathematics Self-Efficacy and Mathematics Teaching Self-Efficacy

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Zuya, Habila Elisha; Kwalat, Simon Kevin; Attah, Bala Galle

2016-01-01

Pre-service mathematics teachers' mathematics self-efficacy and mathematics teaching self-efficacy were investigated in this study. The purpose was to determine the confidence levels of their self-efficacy in mathematics and mathematics teaching. Also, the study was aimed at finding whether their mathematics self-efficacy and teaching…

Mathematics teachers' knowledge of the subject content and ...

African Journals Online (AJOL)

This paper discusses the need of the mathematics teacher to be equipped adequately in the content areas in mathematics, vis-a-vis the recent concerns about the poor performance of students in the pre-tertiary schools, and the competence of mathematics teachers in the field. The low performance in mathematics at the ...

Teacher classroom practices and Mathematics performance in ...

African Journals Online (AJOL)

The Mathematics teacher questionnaire, administered as part of the Trends in International Mathematics and Science Study (TIMSS) 2011, comprised questions pertaining to the classroom practices of Teacher Clarity, Classroom Discussion, Feedback, Formative Assessment, Problem Solving and Metacognitive Strategies, ...

Mathematics, Language, and Learning: A Longitudinal Study of Elementary Teachers and Their Mathematics Teaching Practices

OpenAIRE

Yeh, Cathery

2016-01-01

Elementary school mathematics has gained increased attention in the last few decades. A growing field of research has studied the programmatic design and development of elementary mathematics teaching in teacher education, however, few studies have examined longitudinally the mathematics teaching of novice elementary teachers. Existing longitudinal studies on elementary mathematics teaching have generally focused on the effects of teacher preparation on their beginning practices and have exam...

Influence of a Mathematics Teachers' Circle on Elementary Teachers' Use of Problem Solving

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Garner, Mary L.; Watson, Virginia; Rogers, Beth; Head, Catherine

2017-01-01

Math teachers' circles are a form of professional development that is recommended by the Conference Board of the Mathematical Sciences in their publication Mathematical Education of Teachers II (2012). However, little research has been published on how effective math teachers' circles are in advancing the mathematical knowledge of teachers and…

Elementary General and Special Education Teachers' Mathematics Skills and Efficacy

Science.gov (United States)

Flores, Margaret M.; Thornton, Jennifer; Franklin, Toni M.; Hinton, Vanessa M.; Strozier, Shaunita

2014-01-01

The purpose of this study was to extend the literature regarding elementary teachers' beliefs about mathematics instruction to include special education teachers by surveying special education and general education teachers' mathematics teaching efficacy. In addition, the researchers' surveyed teachers' mathematics skills. The participants (n =…

Preservice Teachers' Perceptions about Teaching Mathematics through Music

Science.gov (United States)

An, Song A.; Tillman, Daniel; Shaheen, Andrea; Boren, Rachel

2014-01-01

This study examined preservice teachers' perceptions about teaching elementary level mathematics lessons integrated with music. It also sought to determine how preservice teachers would strategize the integration of music activities when introducing elementary level mathematics lessons. The participants, 53 undergraduate preservice teachers at a…

Educating mathematics teacher educators

DEFF Research Database (Denmark)

Højgaard, Tomas; Jankvist, Uffe Thomas

2014-01-01

The paper argues for a three-dimensional course design structure for future mathematics teacher educators. More precisely we describe the design and implementation of a course basing itself on: the two mathematical competencies of modelling and problem tackling, this being the first dimension......; the two mathematical topics of differential equations and stochastics, this being the second dimension; and finally a third dimension the purpose of which is to deepen the two others by means of a didactical perspective....

Do Prospective Teachers Have Anxieties about Teaching Mathematics?

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Yavuz, Günes

2018-01-01

The purpose of this study is to analyse the level of prospective classroom and mathematics teachers' anxieties about teaching mathematics. Freshman and junior prospective teachers from educational faculties of two different universities participated in this study. "Anxieties About Teaching Mathematics Scale" which was developed by Peker…

Pre-service teachers' mathematical knowledge for teaching basic ...

African Journals Online (AJOL)

This study measured pre-service teachers' mathematical knowledge for teaching (MKT) basic school mathematics. MKT multiple-choice test was administered to 100 pre-service teachers from two colleges of education (located at Mampong in the Ashanti Region of Ghana) to assess their mathematical knowledge for ...

Secondary School Mathematics Teachers' Attitude in Teaching Mathematics

OpenAIRE

Mulugeta Atnafu

2014-01-01

The purpose of this study was to examine Addis Ababa secondary school mathematics teachers’ attitude in teaching mathematics. 148 mathematics teachers were selected using cluster sampling from Addis Ababa administration region. The study used survey method of data collection and it includes both quantitative and qualitative research methods. From the independent t-test, ANOVA, tukey test and regression analysis, some of the results obtained were: the majority of the secondary school mathemati...

The Relationship Between Teachers' Mathematical Content and Pedagogical Knowledge, Teachers' Perceptions, and Student Achievement

Science.gov (United States)

Campbell, Patricia F.; Nishio, Masako; Smith, Toni M.; Clark, Lawrence M.; Conant, Darcy L.; Rust, Amber H.; DePiper, Jill Neumayer; Frank, Toya Jones; Griffin, Matthew J.; Choi, Youyoung

2014-01-01

This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher…

The Multimedia Case as a Tool for Professional Development: An Analysis of Online and Face-to-Face Interaction among Mathematics Pre-Service Teachers, In-Service Teachers, Mathematicians, and Mathematics Teacher Educators

Science.gov (United States)

McGraw, Rebecca; Lynch, Kathleen; Koc, Yusuf; Budak, Ayfer; Brown, Catherine A.

2007-01-01

In this study, we consider the potential of multimedia cases as tools for teacher professional development. Specifically, we examined online and face-to-face discussions that occurred within groups composed of pre-service mathematics teachers, in-service mathematics teachers, mathematicians, and mathematics teacher educators. Discussions within…

Latent transition analysis of pre-service teachers' efficacy in mathematics and science

Science.gov (United States)

Ward, Elizabeth Kennedy

This study modeled changes in pre-service teacher efficacy in mathematics and science over the course of the final year of teacher preparation using latent transition analysis (LTA), a longitudinal form of analysis that builds on two modeling traditions (latent class analysis (LCA) and auto-regressive modeling). Data were collected using the STEBI-B, MTEBI-r, and the ABNTMS instruments. The findings suggest that LTA is a viable technique for use in teacher efficacy research. Teacher efficacy is modeled as a construct with two dimensions: personal teaching efficacy (PTE) and outcome expectancy (OE). Findings suggest that the mathematics and science teaching efficacy (PTE) of pre-service teachers is a multi-class phenomena. The analyses revealed a four-class model of PTE at the beginning and end of the final year of teacher training. Results indicate that when pre-service teachers transition between classes, they tend to move from a lower efficacy class into a higher efficacy class. In addition, the findings suggest that time-varying variables (attitudes and beliefs) and time-invariant variables (previous coursework, previous experiences, and teacher perceptions) are statistically significant predictors of efficacy class membership. Further, analyses suggest that the measures used to assess outcome expectancy are not suitable for LCA and LTA procedures.

Preservice Mathematics Teachers' Metaphorical Perceptions towards Proof and Proving

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Ersen, Zeynep Bahar

2016-01-01

Since mathematical proof and proving are in the center of mathematics; preservice mathematics teachers' perceptions against these concepts have a great importance. Therefore, the study aimed to determine preservice mathematics teachers' perceptions towards proof and proving through metaphors. The participants consisted of 192 preservice…

Establishing a mathematical Lesson Study culture in Danish teacher education

DEFF Research Database (Denmark)

Skott, Charlotte Krog; Østergaard, Camilla Hellsten

Bridging theory and practice is a general challenge in mathematics teacher education. Research shows that Lesson Study (LS) is an effective way for prospective mathematics teachers to build relations between course work and field experiences......Bridging theory and practice is a general challenge in mathematics teacher education. Research shows that Lesson Study (LS) is an effective way for prospective mathematics teachers to build relations between course work and field experiences...

Scale development for pre-service mathematics teachers ...

African Journals Online (AJOL)

The purpose of this study is to develop a scale to determine pre-service mathematics teachers' perceptions related to their pedagogical content knowledge. Firstly, a preliminary perception scale of pedagogical content knowledge was constructed and then administered to 112 pre-service mathematics teachers who were ...

Teachers' Conceptions of Mathematical Modeling

Science.gov (United States)

Gould, Heather

2013-01-01

The release of the "Common Core State Standards for Mathematics" in 2010 resulted in a new focus on mathematical modeling in United States curricula. Mathematical modeling represents a way of doing and understanding mathematics new to most teachers. The purpose of this study was to determine the conceptions and misconceptions held by…

Co-operation Between Science Teachers and Mathematics Teachers. Volumes 1-6.

Science.gov (United States)

Rogerson, Alan, Ed.

This document contains six separate works, titled: (1) Functions and Physics; (2) Links Between Geography and Mathematics; (3) Our Inheritance: Common Ground for the Mathematics and Biology Teacher; (4) Mathematics and Chemistry: The Classroom Interface; (5) Mathematical Modeling; and (6) Mathematical Modeling with Calculus. This series of…

An Investigation on the impact of using problem-based trainings in the in-service courses on the teachers' performance and capabilities, by relying on the elementary sixth grade mathematics book (case study: the city of Ahvaz

Directory of Open Access Journals (Sweden)

Pari Cheraq

2017-02-01

Full Text Available Changes in the administrative structure of the education system and the need to coordinate with the world of science and technology and hence, the need to update the general and technical information and knowledge, have doubled the importance and necessity of holding the new and efficient in-service trainings for the teachers. In this study, the attempt was taken to examine and analyze the impact of using problem-based trainings during the in-service courses on the teachers' performance and capabilities, by relying on the mathematics book of the sixth grade elementary level (case study: the city of Ahvaz. To do so, using a quasi-experimental study, 37 teachers of the sixth grade were selected from the elementary schools of Ahvaz city. For the in-service training courses on the teaching of mathematics, the problem-based learning method was used. After conducting the problem-based teaching method and the traditional method of teaching, through using the test and the standard questionnaire, the data about the teaching practice and the capabilities of the teachers were collected. Using t-test for the paired and independent samples, it was demonstrated that the problem-based in-service trainings, enhance the teachers' capabilities and performance regarding the problem-solving skills.

Future Directions in Research on Mathematics-Related Teacher Identity

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Lutovac, Sonja; Kaasila, Raimo

2018-01-01

Mathematics education research has placed great emphasis on teacher identity, examining both pre- and in-service teachers, and within these cohorts, specialised mathematics teachers and non-specialists such as elementary teachers. Extensive research has already been done; hence, this paper discusses possible future directions for research on…

Task Modification and Knowledge Utilization by Korean Prospective Mathematics Teachers.

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Kyeong-Hwa Lee

2016-11-01

Full Text Available It has been asserted that mathematical tasks play a critical role in the teaching and learning of mathematics. Modification of tasks included in intended curriculum materials, such as textbooks, can be an effective activity for prospective teachers to understand the role of mathematical tasks in the teaching and learning of mathematics; designing of new tasks requires more knowledge and experience. This study aims to identify the patterns that Korean prospective mathematics teachers seem to follow when they modify the mathematical tasks in textbooks. Knowledge utilized by prospective teachers while they modify textbook tasks is identified and characterized in order to understand the possible factors that have an impact on Korean prospective mathematics teachers' modification of tasks.

An Investigation of Mathematical Modeling with Pre-Service Secondary Mathematics Teachers

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Thrasher, Emily Plunkett

2016-01-01

The goal of this thesis was to investigate and enhance our understanding of what occurs while pre-service mathematics teachers engage in a mathematical modeling unit that is broadly based upon mathematical modeling as defined by the Common Core State Standards for Mathematics (National Governors Association Center for Best Practices & Council…

Rethinking Teacher Preparation: Conceptualizing Skills and Knowledge of Novice Teachers of Secondary Mathematics

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Cummings, Margarita Borelli

2010-01-01

This dissertation examines the extent to which novice secondary mathematics teachers (licensed and currently teaching in Utah) perceive they are prepared to do the work of teaching secondary mathematics. It first examined if novice secondary mathematics teachers' perceptions of their knowledge and skills of doing their work fell into four…

Mathematical literacy teachers' engagement with contextual tasks ...

African Journals Online (AJOL)

This article reports on a study carried out with a group of 108 practising Mathematical Literacy (ML) teachers who participated in an Advanced Certificate in Education (ACE) programme. The purpose of the qualitative study was to identify and describe the teachers' varying levels of engagement with mathematics tools and ...

Developing Mathematical Resilience of Prospective Math Teachers

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Ariyanto, L.; Herman, T.; Sumarmo, U.; Suryadi, D.

2017-09-01

Prospective math teachers need to develop positive adaptive attitudes toward mathematics that will enable them to continue learning despite having to deal with obstacles and difficulties. This research focuses on the resilience improvement of the prospective mathematic teachers after being treated using problem-based learning based on their basic knowledge on mathematic and their overall knowledge on math. This research used only one group for pre-test and post-test. The result of this research shows that there is improvement on prospective teachers’ resilience after they were given treatment using problem-based learning. One of the factors causing the resilience improvement of the prospective mathematic teachers is the instructions on students’ work sheet. In the instructions, stud ents were asked to write difficulties in solving math problems as well as write down the solution they take to overcome them. This research can be used as a reference for other researchers who want to do the same research related on students’ resiliency o n math and or math lecturers to improve the resilience of prospective teachers to be resilient teachers on math in the future.

The Experiment Check of the Efficiency of the Historical Component Formation in Teacher's Mathematical Methodological Culture

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Gilmullin, Mansur Fajzrahmanovich

2015-01-01

When teachers do not know the history of science well, when they misunderstand and underestimate its educational importance, it becomes a serious obstacle for the improvement of their methodological skills. This paper has a goal to describe author's method how to teach the history of mathematics. This method is aimed at training math teacher's…

Middle School Mathematics Teachers Panel Perspectives of Instructional Practicess

Science.gov (United States)

Ziegler, Cindy

2017-01-01

In a local middle school, students were not meeting standards on the state mathematics tests. The purpose of this qualitative study was to explore mathematics teachers' perspectives on effective mathematics instruction vis-a-vis the principles of the National Council of Teachers of Mathematics (NCTM). Within this framework, the 6 principles in the…

The Relationship between Mathematics Teachers' Teaching Approaches and 9th Grade Students' Mathematics Self

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Briede, Liene

2016-01-01

The aim of the study is to investigate the relationship between the teaching approach adopted by mathematics teachers and their 9th grade students' mathematical self. The study searched for the answers on three research questions, namely, about 1) the approaches prevailing in mathematics teachers' beliefs about effective teaching and self-reports…

An Exploratory Study of Taiwanese Mathematics Teachers' Conceptions of School Mathematics, School Statistics, and Their Differences

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Yang, Kai-Lin

2014-01-01

This study used phenomenography, a qualitative method, to investigate Taiwanese mathematics teachers' conceptions of school mathematics, school statistics, and their differences. To collect data, we interviewed five mathematics teachers by open questions. They also responded to statements drawn on mathematical/statistical conceptions and…

Mathematics training for the teaching of basic knowledge in times of teaching school reform of Parana (Year 1920

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Iara da Silva França

2016-06-01

Full Text Available Abstract The article discusses the mathematical training of primary teachers in Paraná and aims to understand how elementary mathematical knowledge was included in the reform carried out by Lysimaco Ferreira da Costa, in the 1920’s and directed by Prieto Martinez for the modernization of the state’s primary education. Supported by theoretical and methodological framework of cultural history, this study is guided by the question: Considering the Reform of teaching school and thinking about the mathematics education of Paraná teachers, what has changed, why has it changed and what for? With the reform subjects more focused on practical teaching in primary school were introduced, and that favored the renewal of teaching methods and teaching resources, curriculum reorganization which reflected in the quality of Math education of future teachers in the state’s primary education. Keywords: Mathematics Teaching. Primary Education Teacher. History of Education.

Giving Reason to Prospective Mathematics Teachers

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D'Ambrosio, Beatriz; Kastberg, Signe

2012-01-01

This article describes the development of the authors' understanding of the contradictions in their mathematics teacher education practice. This understanding emerged from contrasting analyses of the impact of the authors' practices in mathematics content courses versus mathematics methods courses. Examples of the authors' work with two students,…

About the Effectiveness of the Training Technology Model of Trigonometry Teaching for the Mathematical Profile Students

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N. I. Popov

2013-01-01

Full Text Available The paper is devoted to trigonometry teaching in higher school as a part of the elementary mathematics course with a complex hierarchical structure. Due to the complicated content of the given discipline,each of its modules can be divided into separate themes; though, the teacher should emphasize their interrelations, as well as the links with the coordinate method, geometry and mathematical analysis.The recommended training technology model allows the teacher to build up and control the training process, and achieve good results in accordance with the assigned tasks. In the course of the model approbation, theauthor developed the e-learning resource and identification method for selecting the key mathematical examples and exercises for each theme and module. The analysis of students’ tests and questionnaires conducted for several years proves the effectiveness of the designed model for the senior university students of mathematical profile. Based on the research findings, the author developed the educational methodology complex for the Basics of Trigonometry course.

Pre-Service Elementary Teachers' Mathematics Content Knowledge: A Predictor of Sixth Graders' Mathematics Performance

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Shirvani, Hosin

2015-01-01

This study examined the knowledge of mathematics content of elementary pre-service teachers at a sixth grade level. The researcher administered a mathematics test for sixth graders mandated by the Texas Education Agency to pre-service teachers; the same test was given to sixth graders in Texas. The study found that pre-service teachers performed…

The Mathematics Education Debates: Preparing Students to Become Professionally Active Mathematics Teachers

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Munakata, Mika

2010-01-01

The Mathematics Education Debate is an assignment designed for and implemented in an undergraduate mathematics methods course for prospective secondary school mathematics teachers. For the assignment, students read and analyze current research and policy reports related to mathematics education, prepare and present their positions, offer…

Metaphor Perceptions of Pre-Service Teachers towards Mathematics and Mathematics Education in Preschool Education

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Keles, Oguz; Tas, Isil; Aslan, Durmus

2016-01-01

The aim of this study was to identify the thoughts of pre-service teachers, who play an important role in the early preschool experience of children in mathematics, towards the concepts of mathematics and education of mathematics with the help of metaphors. The study group of the research consists of a total of 227 pre-service teachers at the…

Implication of formative assessment practices among mathematics teacher

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Samah, Mas Norbany binti Abu; Tajudin, Nor'ain binti Mohd

2017-05-01

Formative assessment of school-based assessment (SBA) is implemented in schools as a move to improve the National Education Assessment System (NEAS). Formative assessment focuses on assessment for learning. There are various types of formative assessment instruments used by teachers of mathematics, namely the form of observation, questioning protocols, worksheets and quizzes. This study aims to help teachers improve skills in formative assessments during the teaching and learning (t&l) Mathematics. One mathematics teacher had been chosen as the study participants. The collecting data using document analysis, observation and interviews. Data were analyzed narrative and assessments can help teachers implement PBS. Formative assessment is conducted to improve the skills of students in t&l effectively.

Secondary School Mathematics Teachers’ and Students’ Views on Computer Assisted Mathematics Instruction in Turkey: Mathematica Example

OpenAIRE

Mehmet Alper Ardıç; Tevfik İşleyen

2017-01-01

This study aimed at determining the secondary school mathematics teachers’ and students’ views on computer-assisted mathematics instruction (CAMI) conducted via Mathematica. Accordingly, three mathematics teachers in Adıyaman and nine 10th-grade students participated in the research. Firstly, the researchers trained the mathematics teachers in the Mathematica program, a computer algebra system (CAS) and CAMI. Then, they provided a suitable environment for teachers to practice CAMI with their ...

Mathematics Teachers' Capacity for Change

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Golding, Jennie

2017-01-01

Mathematics teachers across the Western world are faced with an expectation that they make significant change to their teaching, but repeated attempts have shown little embedded success. This paper draws on a longitudinal study of two apparently well-placed English mathematics departments attempting to make change aligned with both policy and…

A Framework for Teachers' Knowledge of Mathematical Reasoning

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Herbert, Sandra

2014-01-01

Exploring and developing primary teachers' understanding of mathematical reasoning was the focus of the "Mathematical Reasoning Professional Learning Research Program." Twenty-four primary teachers were interviewed after engagement in the first stage of the program incorporating demonstration lessons focused on reasoning conducted in…

Mathematics University Teachers' Perception of Pedagogical Content Knowledge (PCK)

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Khakbaz, Azimehsadat

2016-01-01

Teaching mathematics in university levels is one of the most important fields of research in the area of mathematics education. Nevertheless, there is little information about teaching knowledge of mathematics university teachers. Pedagogical content knowledge (PCK) provides a suitable framework to study knowledge of teachers. The purpose of this…

Developing Understanding of Mathematical Modeling in Secondary Teacher Preparation

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Anhalt, Cynthia Oropesa; Cortez, Ricardo

2016-01-01

This study examines the evolution of 11 prospective teachers' understanding of mathematical modeling through the implementation of a modeling module within a curriculum course in a secondary teacher preparation program. While the prospective teachers had not previously taken a course on mathematical modeling, they will be expected to include…

A Preservice Mathematics Teacher's Beliefs about Teaching Mathematics with Technology

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Belbase, Shashidhar

2015-01-01

This paper analyzed a preservice mathematics teacher's beliefs about teaching mathematics with technology. The researcher used five semi-structured task-based interviews in the problematic contexts of teaching fraction multiplications with JavaBars, functions and limits, and geometric transformations with Geometer's Sketchpad, and statistical data…

Investigating Alignment between Elementary Mathematics Teacher Education and Graduates' Teaching of Mathematics for Conceptual Understanding

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Jansen, Amanda; Berk, Dawn; Meikle, Erin

2017-01-01

In this article, Amanda Jansen, Dawn Berk, and Erin Meikle investigate the impact of mathematics teacher education on teaching practices. In their study they interviewed six first-year teachers who graduated from the same elementary teacher education program and who were oriented toward teaching mathematics conceptually. They observed each teacher…

Mathematical Investigations for Supporting Pre-Service Primary Teachers Repeating a Mathematics Education Course

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Bailey, Judy

2014-01-01

Preparing to become an effective primary school mathematics teacher is a challenging and complex task; and is influenced by one's past experiences, personal knowledge of, and beliefs and attitudes towards mathematics. This paper examines the experiences of a small group of pre-service teachers who did not pass their first year mathematics…

Preservice Elementary Teachers' Mathematics Content Knowledge and Teacher Efficacy

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Newton, Kristie Jones; Leonard, Jacqueline; Evans, Brian R.; Eastburn, Julie A.

2012-01-01

The purpose of this study was to examine the relationship between mathematics content knowledge and teacher efficacy during an elementary mathematics methods course. A positive moderate relationship between content knowledge and personal teaching efficacy was found, and this relationship was stable during the course. No relationship was found…

Salient Beliefs of Secondary School Mathematics Teachers Using Dynamic Geometry Software

Science.gov (United States)

Chan, Kan Kan

2015-01-01

Even though dynamic geometry software (DGS) is becoming an emergent instructional tool for mathematics teachers, many teachers are still in the process of consideration about whether to use it. In order to encourage teachers to use DGS, this study seeks to discover mathematics teachers' salient beliefs about the use of DGS in mathematics class.…

Teacher Identification of Student Learned Helplessness in Mathematics

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Yates, Shirley

2009-01-01

Teachers frequently encounter students with learned helplessness who are discouraged, turned off, or have given up trying to learn mathematics. Although learned helplessness has a long history in psychology, there has been no reliable means by which mathematics teachers can identify students exhibiting these debilitating yet changeable…

Pre-Service Mathematics Teachers' Views about GeoGebra and Its Use

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Horzum, Tugba; Ünlü, Melihan

2017-01-01

The purpose of this study was to determine the views of pre-service Mathematics teachers' (PMTs) about GeoGebra and its use after being exposed to GeoGebra activities designing processes. This is a case study which was conducted with 36 PMTs. Three open-ended questions were used, after the completion of the 14-week process of GeoGebra training and…

Teachers mathematical communication profile in explaining subject matter

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Umami, Rohmatul; Budayasa, I. Ketut; Suwarsono, St.

2017-12-01

This study aimed to see a teachers mathematical communication profile in explaining a subject matter. It is a qualitative research. A high-school junior teacher (i.e., a teacher with 1- to 5-year experience) teaching mathematics at X-Social Class was selected as the subject of this study. The data was collected by observing the teachers mathematical communication in explaining a given material (i.e., the rule of sine) in class and an in-depth interview would be organized respectively. The result showed that the junior teacher explained the subject matter in systematic, complete, fluent, and centered manner. In this case, she began with reminding students on the previous material related to the current material to be learned, informing the current learning objectives, and finally delivering the subject matter. To support her explanation, the teacher also provided some related information, led the students attention into the given material by asking them particular related questions, and did not use any confusing terms. However, the study found that some of high-school teachers still used less appropriate language in explaining materials.

The Teachers Academy for Mathematics and Science. Executive summary and program activities update

Energy Technology Data Exchange (ETDEWEB)

1992-09-01

In his State of the Union address on January 31, 1990, President Bush set a goal for US students to be number one in the world in mathematics and science achievement by the year 2000. The Teachers Academy for Mathematics and Science in Chicago is an experiment of unprecedented boldness and scale that can provide a means to the President`s goal, both for the Chicago area and as a national model. This document covers organization and governance, program activities, future training goals, and evaluation programs.

Mathematics teachers' beliefs about scientific approach (SA) and implementation in mathematics learning

Science.gov (United States)

Mutholib, Ahmad Abdul; Sujadi, Imam; Subanti, Sri

2017-08-01

SA is the approach used for the exploration of research and answer questions. Teachers' beliefs have a greater influence than the teacher's knowledge of designing lesson plans in the classroom. The objectives of this study are to explore the teachers' beliefs in SA, to reveal how the beliefs are reflected in classroom practices; and to figure out the factors affecting their beliefs and practices of SA to the teaching of mathematics. This qualitative research applied case study. The data was gained from classroom observation, face-to-face interview, and documentation. Interactive models from Miles and Huberman were used to examine the data. Results of the study: 1) The teachers believe about the conception of SA. They also believe that the SA is important and gives impact to students' progress. They believe that by applying SA, the target of mathematics learning is acquired. As to learning procedure, they believe that SA steps are conducted in sequence by combining some steps for each. 2) Teachers formulate their beliefs of applying the five scientific step of integrating all steps by keeping the sequence. Teachers argue that target of mathematics learning can be attained by some ways, namely presence of theoretical and practical support, teachers' guidance, providing variety of media and motivation to students. 3) There are five factors which influence teachers' beliefs and practices of SA, namely learning and teaching experience, teachers' motivation, sharing with colleagues and facility. This study concludes that teachers believe in the importance of SA, therefore they implement it in the classroom.

Psychometric properties of the Turkish adaptation of the Mathematics Teacher Efficacy Belief Instrument for in-service teachers.

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Cetinkaya, Bulent; Erbas, Ayhan Kursat

2011-11-01

Teaching efficacy beliefs have attracted researchers' attention in recent decades because of its close association with and potential impact on the implementation of new ideas and skills in education. In the present study, we have explored the psychometric properties and construct validity of the Turkish adaptation of the Mathematics Teacher Efficacy Belief Instrument developed by Enochs, Smith, & Huinker (2000) for in-service mathematics teachers. The instrument distinguishes between two dimensions of efficacy beliefs for mathematics teachers: personal mathematics teaching efficacy and mathematics teaching outcome expectancy. The sample consisted of 1355 in-service elementary school teachers and middle school mathematics teachers from 368 schools. Exploratory and confirmatory factor analysis revealed a two-factor structure similar to that found in other studies. Also, scores from the two subscales indicated acceptable internal consistency.

Investigation of Mathematics Teachers Conceptualisation of the Spiritual, Moral, Social and Cultural Role of Mathematics

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Agashi, Pius P.; Enemali, I. A.

2015-01-01

The study sought to investigate mathematics teachers' conceptualization of the spiritual, moral social and cultural (SMSC) role of mathematics in Ankpa Education Zone of Kogi State. It used a purposive sample of all the 82 mathematics teachers in the zone comprising of 64 male and 18 female. The instrument used for the study was SMSC Role of…

Understanding Prospective Teachers' Mathematical Modeling Processes in the Context of a Mathematical Modeling Course

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Zeytun, Aysel Sen; Cetinkaya, Bulent; Erbas, Ayhan Kursat

2017-01-01

This paper investigates how prospective teachers develop mathematical models while they engage in modeling tasks. The study was conducted in an undergraduate elective course aiming to improve prospective teachers' mathematical modeling abilities, while enhancing their pedagogical knowledge for the integrating of modeling tasks into their future…

Antecedents of Teachers' Educational Beliefs about Mathematics and Mathematical Knowledge for Teaching among In-Service Teachers in High Poverty Urban Schools

Science.gov (United States)

Corkin, Danya M.; Ekmekci, Adem; Papakonstantinou, Anne

2015-01-01

This paper examines the antecedents of three types of educational beliefs about mathematics among 151 teachers predominantly working in high poverty schools. Studies across various countries have found that teachers in high poverty schools are less likely to enact instructional approaches that align with mathematics reform standards set by…

Collaboration between Mathematics Facilitators and Preschool Teachers Using the Innovative "Senso-Math" Preschool Program

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Hassidov, Dina; Ilany, Bat-Sheva

2018-01-01

This article presents a mixed-method study of the innovative "Senso-Math" preschool program and the reactions of both the facilitators, who underwent a special training program, and the preschool teachers in whose classes the program was implemented. The goal of the program is to enhance mathematical development in preschool children…

Modeling eBook acceptance: A study on mathematics teachers

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Jalal, Azlin Abd; Ayub, Ahmad Fauzi Mohd; Tarmizi, Rohani Ahmad

2014-12-01

The integration and effectiveness of eBook utilization in Mathematics teaching and learning greatly relied upon the teachers, hence the need to understand their perceptions and beliefs. The eBook, an individual laptop completed with digitized textbook sofwares, were provided for each students in line with the concept of 1 student:1 laptop. This study focuses on predicting a model on the acceptance of the eBook among Mathematics teachers. Data was collected from 304 mathematics teachers in selected schools using a survey questionnaire. The selection were based on the proportionate stratified sampling. Structural Equation Modeling (SEM) were employed where the model was tested and evaluated and was found to have a good fit. The variance explained for the teachers' attitude towards eBook is approximately 69.1% where perceived usefulness appeared to be a stronger determinant compared to perceived ease of use. This study concluded that the attitude of mathematics teachers towards eBook depends largely on the perception of how useful the eBook is on improving their teaching performance, implying that teachers should be kept updated with the latest mathematical application and sofwares to use with the eBook to ensure positive attitude towards using it in class.

School and teacher factors associated with frequency of ICT use by mathematics teachers: country comparisons

NARCIS (Netherlands)

Pelgrum, W.J.; Voogt, Joke

2009-01-01

This paper explores school and teacher factors that are associated with the frequency of use of ICT by mathematics teachers. The SITES 2006 data base was used to compare countries with a relative high percentage of frequently ICT-using mathematics teachers (HIMA countries) with countries with a

Influences on Mathematical Preparation of Secondary School Teachers of Mathematics.

Science.gov (United States)

Johnson, Carl S.; Byars, Jackson A.

The results of a survey related to the impact of various recommendations on preservice content programs for teachers of mathematics are reported. The content of current programs is compared to the recommendations of the Committee on Undergraduate Programs in Mathematics (CUPM). The acceptance of CUPM and the Cambridge Conference on School…

The Mathematics Teacher Formation and the Teaching for Research and Study Course

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Ana Rosa Corica

2013-08-01

Full Text Available The study of didactic devices with the characteristics of RSC in the teachers' mathematics formation at an Argentine university has led to the future teachers elaboration of their own ideas about of the management of the mentioned device at the Argentine high school. In this paper, results of a semi-structured interview to future teachers are shown. The teachers were attending the last year of the teaching training college at an Argentine university. Our intention was to know the receipt that the future teachers have in the management of an education under the characteristics of RSC to manage the above device in their educational practices. One of the difficulties that the future teachers signal is to select the problematic question that allows to stimulate and to provoke the whole process of study. The choice of the mentioned question is assigned to the same teachers. This constitutes a limitation as for the comprehension and later management of an education for RSC.

Exploring Turkish Mathematics Teachers' Content Knowledge of Quadrilaterals

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Butuner, Suphi Onder; Filiz, Mehmet

2017-01-01

The aim of this research was to examine mathematics teachers' performances in defining special types of quadrilaterals, identifying their family and hierarchically classifying them. In this vein, 33 of 58 primary school mathematics teachers working in the province of Yozgat, Turkey were voluntarily recruited for this survey, and they were asked to…

How Preservice Teachers Use Children’s Literature to Teach Mathematical Concepts: Focus on Mathematical Knowledge for Teaching

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Jennifer EDELMAN

2017-06-01

Full Text Available This descriptive study examines the elements of mathematical knowledge for teaching (MKT that elementary teacher candidates exhibit as they plan, teach, and reflect on a mathematics lesson that integrates children’s literature. Data for this study were gathered from observations and written work of preservice elementary teacher candidates enrolled in a methods of teaching mathematics course. The data were analyzed using three criteria: that of knowledge of content and students, knowledge of content and teaching, and knowledge of content and curriculum. The findings suggest a need for further development of teacher candidates’ ability to identify and locate mathematical concepts in children’s literature, as well as the need for supporting teacher candidates’ critical analysis of curricular materials and mathematical representations in children’s literature.

How preservice teachers use children’s literature to teach mathematical concepts: Focus on mathematical knowledge for teaching

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Jennifer Edelman

2017-06-01

Full Text Available This descriptive study examines the elements of mathematical knowledge for teaching (MKT that elementary teacher candidates exhibit as they plan, teach, and reflect on a mathematics lesson that integrates children’s literature. Data for this study were gathered from observations and written work of preservice elementary teacher candidates enrolled in a methods of teaching mathematics course. The data were analyzed using three criteria: that of knowledge of content and students, knowledge of content and teaching, and knowledge of content and curriculum. The findings suggest a need for further development of teacher candidates’ ability to identify and locate mathematical concepts in children’s literature, as well as the need for supporting teacher candidates’ critical analysis of curricular materials and mathematical representations in children’s literature.

Flipping Preservice Elementary Teachers' Mathematics Anxieties

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Dove, Anthony; Dove, Emily

2017-01-01

In preparing future elementary educators in mathematics, helping them overcome their anxieties of mathematics and teaching mathematics is paramount. This study examined how different instructional practices (in-class lecture, flipped learning with teacher-created videos, flipped classroom with Khan Academy videos) compared in improving students'…

Persisting mathematics and science high school teachers: A Q-methodology study

Science.gov (United States)

Robbins-Lavicka, Michelle M.

There is a lack of qualified mathematics and science teachers at all levels of education in Arkansas. Lasting teaching initiative programs are needed to address retention so qualified teachers remain in the classroom. The dearth of studies regarding why mathematics and science teachers persist in the classroom beyond the traditional 5-year attrition period led this Q-methodological study to evaluate the subjective perceptions of persistent mathematics and science teachers to determine what makes them stay. This study sought to understand what factors persisting mathematics and science teachers used to explain their persistence in the classroom beyond 5 years and what educational factors contributed to persisting mathematics and science teachers. Q-methodology combines qualitative and quantitative techniques and provided a systematic means to investigate personal beliefs by collecting a concourse, developing a Q-sample and a person-sample, conducting a Q-sorting process, and analyzing the data. The results indicated that to encourage longevity within mathematics and science classrooms (a) teachers should remain cognizant of their ability to influence student attitudes toward teaching; (b) administrators should provide support for teachers and emphasize the role and importance of professional development; and (c) policy makers should focus their efforts and resources on developing recruitment plans, including mentorship programs, while providing and improving financial compensation. Significantly, the findings indicate that providing mentorship and role models at every level of mathematics and science education will likely encourage qualified teachers to remain in the mathematics and science classrooms, thus increasing the chance of positive social change.

New approaches to teaching of the course of linear algebra in teacher training university in the conditions of information of education

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Евгений Сергеевич Сарыков

2011-09-01

Full Text Available In article possibilities of perfection of the maintenance of subject preparation of the mathematics teacher in teacher training university in the conditions of information of education are considered, receptions of enrichment of an information component of mathematical problems on an example of a course of linear algebra are shown.

The Opinions of Middle School Mathematics Teachers on the Integration of Mathematics Course and Social Issues

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Buket Turhan Turkkan

2018-04-01

Full Text Available The purpose of this study is to examine the opinions of middle school mathematics teachers on the integration of mathematics course and social issues. For this purpose, qualitative research method was used in this study. As for determining the participants of the research, criterion sampling among purposeful sampling methods was used. Being a middle school mathematics teacher as an occupation was considered as a criterion for determining the participants. The participants of the research consist of 13 middle school mathematics teachers in Turkey. So as to collect the research data, the semi-structured interview form created by the researchers was used. The data analysis was performed according to the content analysis, and Nvivo 10 program was used for the analysis. As a result of this study, the themes of the situation and methods of the integration of mathematics course and social issues, the attainment of democratic values in mathematics course and the ways of its attainment, gaining awareness of social justice and equality in mathematics course and the ways of its gaining, the activities performed by teachers for social issues in mathematics course and the teachers’ suggestions for the integration of mathematics course and social issues were reached and the results were discussed within this frame.

In-service and Pre-service Middle School Mathematics Teachers' Attitudes and Decisions Regarding Teaching Mathematics Using Mobile Phones

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Wajeeh M. Daher

2014-10-01

Full Text Available Several researches examined students' mathematics learning using mobile phones, while very few researches examined mathematics teaching using this new educational tool. This research attempts to analyze in-service and pre-service teachers' attitudes and decisions regarding mathematics teaching with mobile phones using activity theory. More specifically, three case studies are analyzed in this research: One concerns an in-service teacher who used mobile phones in her class, the second case study involves a pre-service teacher who collaborated with the in-service teacher to teach mathematics lessons using mobile phones, and the third case study is about 15 pre-service teachers who were observers of the experiment but did not use mobile phones in their teaching. We held one-hour semi-structured interviews with the in-service teacher, with the leading pre-service teacher and with the group of other observer pre-service teachers. This happened three times during the academic year: at the beginning of the experiment, after three months and after it ended. The research findings indicate that different factors have an impact on the attitudes and decisions of the teacher: history of the teacher using technologies in teaching, perceptions of the teacher using technologies in teaching, community’s teacher, rules regulating the use of technologies in teaching mathematics, and division of labor. For example, questions as to who decides which technologies to use in the classroom and who should prepare the learning material for the students. Contradictions were identified in mathematics teachers' activity when utilizing mobile phones in their teaching. These contradictions hinder or slow such utilization. Community, especially its leading members, mediated and helped overcome the activity contradictions that arose throughout the experiment regarding the teaching processes in and/or out of the mathematics classroom.

Examination of Pre-Service Mathematics Teachers' Knowledge of Teaching Function Concept

Science.gov (United States)

Tasdan, Berna Tataroglu; Koyunkaya, Melike Yigit

2017-01-01

Teaching of mathematics could be improved with teachers who have a strong mathematical knowledge and have an ability to reflect this knowledge on their teaching. Therefore, it is important to develop mathematics teachers' theoretical and pedagogical knowledge. This study was designed to examine pre-service secondary mathematics teachers' (PSMT)…

Music teacher training in Denmark

DEFF Research Database (Denmark)

Holgersen, Sven-Erik

2008-01-01

The present study analyses views of early childhood music teachers and conservatory teachers on relations between theory and practice and between teacher training and teaching practice. Tentative conclusions were a.o. that teachers and even more educators tend to value practical over theoretical...... knowledge; educators tend to understand teacher training in terms of apprenticeship rather than acquisition of theoretical as well as practical based professional competence in teaching; teacher training is in effect vocational rather than professional, though it is claimed to be so....

Effects of an Additional Mathematics Content Course on Elementary Teachers' Mathematical Beliefs and Knowledge for Teaching

Science.gov (United States)

Smith, Marvin E.; Swars, Susan L.; Smith, Stephanie Z.; Hart, Lynn C.; Haardorfer, Regine

2012-01-01

This longitudinal study examines the effects of changes in an elementary teacher preparation program on mathematics beliefs and content knowledge for teaching of two groups of prospective teachers (N = 276): (1) those who completed a program with three mathematics content courses and two mathematics methods courses and (2) those who completed a…

Mathematics Teachers' Perceptions of Their Students' Mathematical Competence: Relations to Mathematics Achievement, Affect, and Engagement in Singapore and Australia

Science.gov (United States)

Areepattamannil, Shaljan; Kaur, Berinderjeet

2013-01-01

This study, drawing on data from the Trends in International Mathematics and Science Study (TIMSS) 2011, examined whether mathematics teachers' perceptions of their students' mathematical competence were related to mathematics achievement, affect toward mathematics, and engagement in mathematics lessons among Grade 8 students in Singapore and…

Can improving teachers' knowledge of mathematics lead to gains in ...

African Journals Online (AJOL)

It is wellknown that the majority of South African learners achieve extremely poorly in Mathematics. Many claim that one of the causes of this poor attainment is teachers' weak knowledge of mathematics, and propose that improving teachers' mathematical knowledge would improve learner attainment. However, the ...

Middle School Teachers' Views and Approaches to Implement Mathematical Tasks

Science.gov (United States)

Yesildere-Imre, Sibel; Basturk-Sahin, Burcu Nur

2016-01-01

This research examines middle school mathematics teachers' views regarding implementation of mathematical tasks and their enactments. We compare their views on tasks and their implementation, and determine the causes of difference between the two using qualitative research methods. We interview sixteen middle school mathematics teachers based on…

Effects of teacher training

DEFF Research Database (Denmark)

Wahlgren, Bjarne; Larsen, Lea Lund

2010-01-01

The article gives a short overview over existing knowledge concerning the effect of teacher training in relation to adult learning. It presents a research design for measuring the effect of teacher traning.......The article gives a short overview over existing knowledge concerning the effect of teacher training in relation to adult learning. It presents a research design for measuring the effect of teacher traning....

Irish Mathematics Teachers' Attitudes towards Inclusion

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Whitty, Elaine; Clarke, Marie

2012-01-01

This paper through the theoretical framework of constructive attitude theory explores mathematics teachers' attitudes and pedagogical strategies with reference to inclusive practice. The authors argue that though teachers may have formed positive inclusive attitudes, the translation of these into practice does not always occur and poses…

Preservice Secondary Teachers Perceptions of College-Level Mathematics Content Connections with the Common Core State Standards for Mathematics

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Olson, Travis A.

2016-01-01

Preservice Secondary Mathematics Teachers (PSMTs) were surveyed to identify if they could connect early-secondary mathematics content (Grades 7-9) in the Common Core State Standards for Mathematics (CCSSM) with mathematics content studied in content courses for certification in secondary teacher preparation programs. Respondents were asked to…

Challenging Transitions and Crossing Borders: Preparing Novice Mathematics Teacher Educators to Support Novice K-12 Mathematics Teachers

Science.gov (United States)

Yow, Jan A.; Eli, Jennifer A.; Beisiegel, Mary; McCloskey, Andrea; Welder, Rachael M.

2016-01-01

Sixty-nine recently graduated doctoral students in mathematics education completed a survey to determine their perceptions of transitioning from a doctoral program into an academic position at an institution of higher education. Research literature for novice mathematics school teachers was also reviewed to document their experiences transitioning…

Ways That Preservice Teachers Integrate Children's Literature into Mathematics Lessons

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Rogers, Rachelle Meyer; Cooper, Sandi; Nesmith, Suzanne M.; Purdum-Cassidy, Barbara

2015-01-01

Children's literature involving mathematics provides a common, natural context for the sharing of mathematics. To learn more about how preservice teachers included children's literature in their mathematics lessons, a study was conducted over two semesters during a required field experience component of an undergraduate teacher education program.…

Exploring grade 3 teachers' resistance to `take up' progressive mathematics teaching roles

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Westaway, Lise; Graven, Mellony

2018-03-01

This article addresses the question: Why teachers of mathematics have yet to `take up' progressive roles? Drawing on the philosophy of critical realism and its methodological equivalent, social realism, we analyse interview and observation data of four grade 3 teachers, with the view to identifying the mechanisms conditioning the expression of teachers' identities. In so doing, we show how post-apartheid changes in systemic roles of teachers create contradictory tensions for teachers as these bring their own mathematical learning and teaching experiences into contradiction with the new post-apartheid roles they are mandated to enact. We examine how this contradiction, together with beliefs about mathematics, pedagogy and learners, is expressed in the teaching of grade 3 mathematics. We maintain that the complementarity between teachers' beliefs and old systemic roles provides an explanation for why teachers of grade 3 mathematics have yet to `take-up' progressive roles. The implications point to the need for teacher development that creates enablers that lead to changes in classroom practices that align with policy-designated, progressive roles in teaching mathematics.

Establishing Mathematics for Teaching within Classroom Interactions in Teacher Education

Science.gov (United States)

Ryve, Andreas; Nilsson, Per; Mason, John

2012-01-01

Teacher educators' processes of establishing "mathematics for teaching" in teacher education programs have been recognized as an important area for further research. In this study, we examine how two teacher educators establish and make explicit features of mathematics for teaching within classroom interactions. The study shows how the…

Spatial Skill Profile of Mathematics Pre-Service Teachers

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Putri, R. O. E.

2018-01-01

This study is aimed to investigate the spatial intelligence of mathematics pre-service teachers and find the best instructional strategy that facilitates this aspect. Data were collected from 35 mathematics pre-service teachers. The Purdue Spatial Visualization Test (PSVT) was used to identify the spatial skill of mathematics pre-service teachers. Statistical analysis indicate that more than 50% of the participants possessed spatial skill in intermediate level, whereas the other were in high and low level of spatial skill. The result also shows that there is a positive correlation between spatial skill and mathematics ability, especially in geometrical problem solving. High spatial skill students tend to have better mathematical performance compare to those in two other levels. Furthermore, qualitative analysis reveals that most students have difficulty in manipulating geometrical objects mentally. This problem mostly appears in intermediate and low-level spatial skill students. The observation revealed that 3-D geometrical figures is the best method that can overcome the mentally manipulation problem and develop the spatial visualization. Computer application can also be used to improve students’ spatial skill.

The Effects of Teacher Collaboration in Grade 9 Applied Mathematics

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Egodawatte, Gunawardena; McDougall, Douglas; Stoilescu, Dorian

2011-01-01

The current emphasis of many mathematics education reform documents is on the need to change the environment of mathematics classrooms from the transmission of knowledge by the teacher to the transaction of knowledge between the teacher and the students which promotes mathematical investigation and exploration. In this article, we discuss the…

Science and Mathematics Teachers' Experiences, Needs, and Expectations regarding Professional Development

Science.gov (United States)

Chval, Kathryn; Abell, Sandra; Pareja, Enrique; Musikul, Kusalin; Ritzka, Gerard

2008-01-01

High quality teachers are essential to improving the teaching and learning of mathematics and science, necessitating effective professional development (PD) and learning environments for teachers. However, many PD programs for science and mathematics teachers fall short because they fail to consider teacher background, experience, knowledge,…

Factors Influencing Elementary Mathematics Teachers' Beliefs in Reform-Based Teaching

Science.gov (United States)

Sawyer, Amanda Gantt

2017-01-01

I investigated a reform based teachers' beliefs about the nature of mathematics, teaching mathematics, and learning mathematics, and the factors leading to their formation. I interviewed and observed a reform-based elementary mathematics teacher with 13 years' experience teaching first grade. She held a Platonist/problem solver view of…

The written mathematical communication profile of prospective math teacher in mathematical proving

Science.gov (United States)

Pantaleon, K. V.; Juniati, D.; Lukito, A.; Mandur, K.

2018-01-01

Written mathematical communication is the process of expressing mathematical ideas and understanding in writing. It is one of the important aspects that must be mastered by the prospective math teacher as tool of knowledge transfer. This research was a qualitative research that aimed to describe the mathematical communication profile of the prospective mathematics teacher in mathematical proving. This research involved 48 students of Mathematics Education Study Program; one of them with moderate math skills was chosen as the main subject. Data were collected through tests, assignments, and task-based interviews. The results of this study point out that in the proof of geometry, the subject explains what is understood, presents the idea in the form of drawing and symbols, and explains the content/meaning of a representation accurately and clearly, but the subject can not convey the argument systematically and logically. Whereas in the proof of algebra, the subject describes what is understood, explains the method used, and describes the content/meaning of a symbolic representation accurately, systematically, logically, but the argument presented is not clear because it is insufficient detailed and complete.

Enhancing Science Teacher Training Using Water Resources and GLOBE

Science.gov (United States)

Falco, James W.

2002-01-01

Heritage College, located on the Yakama Indian Reservation in south central Washington state, serves a multicultural, underserved, rural population and trains teachers to staff the disadvantaged school districts on and surrounding the reservation. In-service teachers and pre-service teachers in the area show strength in biology but have weak backgrounds in chemistry and mathematics. We are addressing this problem by providing a 2-year core of courses for 3 groups of 25 students (15 pre-service and 10 in-service teachers) using GLOBE to teach integrated physical science and mathematics. At the conclusion of the program, the students will qualify for science certification by Washington State. Water resources are the focal point of the curriculum because it is central to life in our desert area. The lack or excess of water, its uses, quality and distribution is being studied by using GIS, remote sensing and historical records. Students are learning the methodology to incorporate scientific protocols and data into all aspects of their future teaching curriculum. In addition, in each of the three years of the project, pre-service teachers attended a seminar series during the fall semester with presentations by collaborators from industry, agriculture, education and government agencies. Students used NASA educational materials in the presentations that they gave at the conclusion of the seminar series. All pre- and in-service teachers continue to have support via a local web site for Heritage College GLOBE participants.

Primary teachers notice the impact of language on children's mathematical reasoning

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Bragg, Leicha A.; Herbert, Sandra; Loong, Esther Yoon-Kin; Vale, Colleen; Widjaja, Wanty

2016-12-01

Mathematical reasoning is now featured in the mathematics curriculum documents of many nations, but this necessitates changes to teaching practice and hence a need for professional learning. The development of children's mathematical reasoning requires appropriate encouragement and feedback from their teacher who can only do this if they recognise mathematical reasoning in children's actions and words. As part of a larger study, we explored whether observation of educators conducting mathematics lessons can develop teachers' sensitivity in noticing children's reasoning and consideration of how to support reasoning. In the Mathematical Reasoning Professional Learning Research Program, demonstration lessons were conducted in Australian and Canadian primary classrooms. Data sources included post-lesson group discussions. Observation of demonstration lessons and engagement in post-lesson discussions proved to be effective vehicles for developing a professional eye for noticing children's individual and whole-class reasoning. In particular, the teachers noticed that children struggled to employ mathematical language to communicate their reasoning and viewed limitations in language as a major barrier to increasing the use of mathematical reasoning in their classrooms. Given the focus of teachers' noticing of the limitations in some types of mathematical language, it seems that targeted support is required for teachers to facilitate classroom discourse for reasoning.

How Mathematics Teachers Develop Their Pupils' Self-Regulated Learning Skills

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Marchis, Iuliana

2011-01-01

Self-regulated learning skills are important in mathematical problem solving. The aim of the paper is to present a research on how mathematics teachers guide their pupils' mathematical problem-solving activities in order to increase self-regulation. 62 teachers have filled in a questionnaire developed for this research. The results are show that…

An instrument measuring prospective mathematics teacher self-regulated learning: validity and reliability

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Nugroho, A. A.; Juniati, D.; Siswono, T. Y. E.

2018-03-01

Self Regulated Learning (SRL) is an individual's ability to achieve academic goals by controlling behavior, motivate yourself and use cognitive in learning, so it is important for a teacher especially teachers of mathematics related to the ability of management, design, implementation of learning and evaluation of learning outcomes. The purpose of the research is to develop an instrument to describe the SRL of a prospective mathematics teacher. Data were collected by (1) the study of the theory of SRL produced the indicator SRL used to design the questionnaire SRL; (2) analysis of the questionnaire SRL obtained from several References; and (3) development stage of the SRL questionnaire through validity test of content and empirical validation. The study involved 2 content experts in mathematics, 1 linguist, and 92 prospective mathematics teachers. The results of the research on content validity test based on Indonesian expert and 2 content experts indicate that the content can assess the indicator of the SRL and feasible to be used, in the test of legibility of two prospective mathematics teacher concluded that the instrument has a language that can be understood by the prospective teacher of mathematics and on empirical validation involving 92 prospective mathematics teacher generate data that of 65 statements there are 3 invalid statements. Reliability calculation shows high category that values 0,93. The conclusion is the SRL instrument developed for the prospective mathematics teacher.

Refining teacher design capacity: mathematics teachers' interactions with digital curriculum resources

NARCIS (Netherlands)

Pepin, B.; Gueudet, G.; Trouche, L.

2017-01-01

The goal of this conceptual paper is to develop enhanced understandings of mathematics teacher design and design capacity when interacting with digital curriculum resources. We argue that digital resources in particular offer incentives and increasing opportunities for mathematics teachers’ design,

Choosing High-Yield Tasks for the Mathematical Development of Practicing Secondary Teachers

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Epperson, James A. Mendoza; Rhoads, Kathryn

2015-01-01

Many mathematics teacher educators encounter the challenge of creating or choosing mathematical tasks that evoke important mathematical insights and connections yet remain firmly grounded in school mathematics. This challenge increases substantially when trying to meet the needs of practicing secondary mathematics teachers pursuing graduate work…

The Metaphorical Perceptions of Students on a Teacher-Training Course towards the Concepts of "Teacher" and "Teacher Training"

Science.gov (United States)

Sener, Zehra Taspinar; Bulut, Ahsen Seda; Ünal, Hasan

2017-01-01

Problem Statement: Two different teacher training programs have been implemented in Turkey over recent years. In addition to attending faculties of teacher training (on traditional educational degree programs), graduates from different faculties have the right to become teachers by way of the "pedagogical formation certification…

Prospective Secondary Mathematics Teachers' Reflections on Teaching after Their First Teaching Experience

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Yazgan-Sag, Gönül; Emre-Akdogan, Elçin; Argün, Ziya

2016-01-01

The aim of our study was to examine prospective secondary mathematics teachers' reflections about teaching after their first teaching experience. We carried out five interviews during the two semesters with four Turkish prospective secondary mathematics teachers. The data analysis suggests that prospective secondary mathematics teachers'…

A Case Study on Pre-Service Secondary School Mathematics Teachers' Cognitive-Metacognitive Behaviours in Mathematical Modelling Process

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Sagirli, Meryem Özturan

2016-01-01

The aim of the present study is to investigate pre-service secondary mathematics teachers' cognitive-metacognitive behaviours during the mathematical problem-solving process considering class level. The study, in which the case study methodology was employed, was carried out with eight pre-service mathematics teachers, enrolled at a university in…

Teachers' Pedagogical Mathematical Awareness in Swedish Early Childhood Education

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Björklund, Camilla; Barendregt, Wolmet

2016-01-01

Revised guidelines for Swedish early childhood education that emphasize mathematics content and competencies in more detail than before raise the question of the status of pedagogical mathematical awareness among Swedish early childhood teachers. The purpose of this study is to give an overview of teachers' current pedagogical mathematical…

Experience in presenting short courses in waste management technologies for secondary science and mathematics teachers

International Nuclear Information System (INIS)

Toth, W.J.; Smith, T.H.; Garcia, M.M.; Ferguson, J.E.

1991-01-01

The Department of Energy (DOE) and its Idaho National Engineering Laboratory (INEL) are developing educational programs that will help avert projected shortages in scientific and engineering manpower. One approach to this end is to help teachers become better prepared to teach topics that enthuse more students. INEL developed and offered a Short Course in Waste Management Technologies for Secondary Science and Mathematics Teachers. Short Course has two purposes: (1) to provide secondary-level science and mathematics teachers with training and information that will be useful to them in the classroom, and (2) to provide information on a topic of widespread interest in today's society, i.e., the management of hazardous and radioactive wastes and the restoration and preservation of the environment. This paper describes the development of the Short Course and summarizes some of the lessons learned in the preparation and presentation of such courses. 2 refs., 2 tabs

Helping Mathematics Teachers Develop Noticing Skills: Utilizing Smartphone Technology for One-on-One Teacher/Student Interviews

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Chao, Theodore; Murray, Eileen; Star, Jon R.

2016-01-01

Teaching mathematics for understanding requires listening to each student's mathematical thinking, best elicited in a one-on-one interview. Interviews are difficult to enact in a teacher's busy schedule, however. In this study, the authors utilize smartphone technology to help mathematics teachers interview a student in a virtual one-on-one…

Mathematics Teachers' Representations of Authority

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Wagner, David; Herbel-Eisenmann, Beth

2014-01-01

Issues of authority abound in education and schooling but have not been interrogated sufficiently. We describe a tool that we have developed to initiate dialogue with teachers about authority in their classrooms--using a diagram to represent authority in their classrooms. Our analysis of the diagrams mathematics teachers created and discussed in…

Distance-mediated mentoring: A telecommunication-supported model for novice rural mathematics and science teachers

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Luebeck, Jennifer Lyn

Rural educators face unique professional challenges and limitations. This study investigated the effectiveness of an innovative distance-mediated mentoring program for rural novice mathematics and science teachers. Four purposes were pursued: (1) characterize and document the nature and development of the mentor-novice relationship; (2) describe how discourse influenced the novice teachers' perceptions about mathematics and science teaching; (3) determine whether telecommunication effectively supported a distance-mediated mentoring relationship for novice rural teachers; and (4) investigate program effects on novice teachers' attitudes, concerns, and professional growth. A qualitative research design was implemented during academic years 1996-98. Primary data collection focused on nine rural novice teachers and their mentors and included three sets of interviews spanning three semesters, field observation of classrooms, schools, and communities, and analysis of electronic mail messages over a four-month period. Supporting data were collected during observation of workshops and training sessions, and through surveys administered to all program participants in early 1997 and 1998. Categories of mentor-novice communication were identified: curriculum and content, validation of teaching practice, classroom and school issues, moral support, and social talk. Impact on mathematics and science teaching was accomplished by: sharing materials and activities; planning units and projects; locating resources; classroom and student concerns; long-range curriculum design, and improvement of teaching practices. Professional growth (for both novices and mentors) occurred through individual contact with partners and interaction within the larger mentoring community in both face-to-face and on-line venues. Telecommunication was highly valued by successful users. Technical difficulty curtailed access for a significant number of teachers, but they maintained successful relationships

Teachers\\' practical rationality of mathematics teaching and ...

African Journals Online (AJOL)

mathematics teaching as a practice and the way that teachers learn in such a practice. Conversations during interviews with the teachers in the sample indicate that SchoÈn\\'s notion of reflection-in-action is a key to understanding how teachers use their practical rationality as they try to understand nuanced meanings of the

Profiles of Opportunities to Learn for TEDS-M Future Secondary Mathematics Teachers

Science.gov (United States)

Wang, Ting-Ying; Tang, Shu-Jyh

2013-01-01

This study used the data set from the Teacher Education and Development Study in Mathematics to identify the profiles of opportunities to learn (OTL) regarding topics studied in teacher preparation programs by future secondary mathematics teachers from 15 participating countries. The topics of inquiry covered tertiary-level mathematics,…

Statements and discourses about the mathematics teacher. The research subjectivation

DEFF Research Database (Denmark)

Montecino, Alex; Valero, Paola

2015-01-01

The research fabricates an image of mathematics teachers, which shape our knowledge and truths about teachers. This image sustains the development of different discursive formations. The image’s configuration is entangled with spatio-temporal conditions, which are shaped by diverse social, cultural...... and political contexts. In this work, we are studying discourses —about the mathematics teacher that are circulating in the research— from some theoretical toolbox of Foucault (1980) and Deleuze (1994) and from the methodological toolbox of Pais and Valero (2012). We are seeking to explore how discourses...... are operating in the fabrication of the mathematics teacher as a subject and in the production of truths about them....

Mathematical Strengths and Weaknesses of Preservice Agricultural Education Teachers

Science.gov (United States)

Stripling, Christopher T.; Roberts, T. Grady; Stephens, Carrie A.

2014-01-01

The purpose of this study was to describe the mathematics ability of preservice agricultural education teachers related to each of the National Council of Teachers of Mathematics (NCTM) content/process areas and their corresponding sub-standards that are cross-referenced with the National Agriculture, Food and Natural Resources Career Cluster…

Creativity from Two Perspectives: Prospective Mathematics Teachers and Mathematician

Science.gov (United States)

Yazgan-Sag, Gönül; Emre-Akdogan, Elçin

2016-01-01

Although creativity plays a critical role in mathematics, it remains underestimated in the context of a mathematics classroom. This study aims to explore the views and differences creativity displays in prospective teachers and one of their lecturers with respect to the characteristics and practices of creative teachers and the characteristics of…

Opinions of Secondary School Science and Mathematics Teachers on STEM Education

Science.gov (United States)

Yildirim, Bekir; Türk, Cumhur

2018-01-01

In this study, the opinions of middle school science teachers and mathematics teachers towards STEM education were examined. The research was carried out for 30 hours with 28 middle school science and mathematics teachers who were working in Istanbul during the spring semester of 2016-2017 academic year. 75% of these teachers are female teachers…

South Dakota Middle School Mathematics Teachers' Perceptions of Teaching Competencies

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Bleecker, Heather A.

2017-01-01

This quantitative research study investigates South Dakota middle school (grades 5-8) mathematics teachers' perceptions of teaching competencies including general pedagogical knowledge (GPK) and mathematical pedagogical content knowledge (MPCK). The study also considered how teacher characteristics relate to teacher competencies. The study…

Preservice Teachers' Video Simulations and Subsequent Noticing: A Practice-Based Method to Prepare Mathematics Teachers

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Amador, Julie M.

2017-01-01

The purpose of this study was to implement a Video Simulation Task in a mathematics methods teacher education course to engage preservice teachers in considering both the teaching and learning aspects of mathematics lesson delivery. Participants anticipated student and teacher thinking and created simulations, in which they acted out scenes on a…

Trickle down Mathematics: Adult Pre-Service Elementary Teachers Gain Confidence in Mathematics--Enough to Pass It Along?

Science.gov (United States)

Ashun, Mary Apea; Reinink, John

2009-01-01

Much research (Ma, 1999; Cohen & Leung, 2004; English, 2003) has been done on mathematics education and pre-service teachers with special emphasis on how the mathematics is taught and the psychology of the pre-service teachers. While there is concern among North American mathematicians that mathematics instruction in K-12 grades needs to be…

The Effect of Teacher Education Programs on Future Elementary Mathematics Teachers' Knowledge: A Five-Country Analysis Using TEDS-M Data

Science.gov (United States)

Qian, Hong; Youngs, Peter

2016-01-01

This article addresses the problem of how opportunities to learn in teacher education programs influence future elementary mathematics teachers' knowledge. This study used data collected for the Teacher Education and Development Study in Mathematics (TEDS-M). TEDS-M measured the mathematics content knowledge (MCK) and the mathematics pedagogical…

Teacher Practices: How They Promote or Hinder Student Engagement in Mathematics

Science.gov (United States)

Skilling, Karen

2014-01-01

With persistent concerns about student engagement, interest and participation in mathematics, this research investigated the range of practices 31 Year 7 mathematics teachers reported using and how they perceived these practices influenced student engagement in mathematics. In-depth interviews revealed similarities in teachers' perceptions of…

Orientations toward Mathematical Processes of Prospective Secondary Mathematics Teachers as Related to Work with Tasks

Science.gov (United States)

Cannon, Tenille

2016-01-01

Mathematics can be conceptualized in different ways. Policy documents such as the National Council of Teachers of Mathematics (NCTM) (2000) and the Common Core State Standards Initiative (CCSSI) (2010), classify mathematics in terms of mathematical content (e.g., quadratic functions, Pythagorean theorem) and mathematical activity in the form of…

Discrete mathematics in deaf education: a survey of teachers' knowledge and use.

Science.gov (United States)

Pagliaro, Claudia M; Kritzer, Karen L

The study documents what deaf education teachers know about discrete mathematics topics and determines if these topics are present in the mathematics curriculum. Survey data were collected from 290 mathematics teachers at center and public school programs serving a minimum of 120 students with hearing loss, grades K-8 or K-12, in the United States. Findings indicate that deaf education teachers are familiar with many discrete mathematics topics but do not include them in instruction because they consider the concepts too complicated for their students. Also, regardless of familiarity level, deaf education teachers are not familiar with discrete mathematics terminology; nor is their mathematics teaching structured to provide opportunities to apply the real-world-oriented activities used in discrete mathematics instruction. Findings emphasize the need for higher expectations of students with hearing loss, and for reform in mathematics curriculum and instruction within deaf education.

Connecting Biology and Mathematics: First Prepare the Teachers

Science.gov (United States)

2010-01-01

Developing the connection between biology and mathematics is one of the most important ways to shift the paradigms of both established science disciplines. However, adding some mathematic content to biology or biology content to mathematics is not enough but must be accompanied by development of suitable pedagogical models. I propose a model of pedagogical mathematical biological content knowledge as a feasible starting point for connecting biology and mathematics in schools and universities. The process of connecting these disciplines should start as early as possible in the educational process, in order to produce prepared minds that will be able to combine both disciplines at graduate and postgraduate levels of study. Because teachers are a crucial factor in introducing innovations in education, the first step toward such a goal should be the education of prospective and practicing elementary and secondary school teachers. PMID:20810951

Connecting biology and mathematics: first prepare the teachers.

Science.gov (United States)

Sorgo, Andrej

2010-01-01

Developing the connection between biology and mathematics is one of the most important ways to shift the paradigms of both established science disciplines. However, adding some mathematic content to biology or biology content to mathematics is not enough but must be accompanied by development of suitable pedagogical models. I propose a model of pedagogical mathematical biological content knowledge as a feasible starting point for connecting biology and mathematics in schools and universities. The process of connecting these disciplines should start as early as possible in the educational process, in order to produce prepared minds that will be able to combine both disciplines at graduate and postgraduate levels of study. Because teachers are a crucial factor in introducing innovations in education, the first step toward such a goal should be the education of prospective and practicing elementary and secondary school teachers.

Pre-Service Mathematics Teacher Efficacy: Its Nature and Relationship to Teacher Concerns and Orientation

Science.gov (United States)

Pyper, Jamie Scott

2014-01-01

In a mixed method study, teacher efficacy and contributing theoretical constructs of teacher concerns and teacher orientation with Intermediate/Senior mathematics preservice teachers from two Ontario Faculties of Education are examined. Data sources include a web-based questionnaire containing two teacher efficacy scales and short answer…

Preschool children's mathematical knowledge: The effect of teacher "math talk.".

Science.gov (United States)

Klibanoff, Raquel S; Levine, Susan C; Huttenlocher, Janellen; Vasilyeva, Marina; Hedges, Larry V

2006-01-01

This study examined the relation between the amount of mathematical input in the speech of preschool or day-care teachers and the growth of children's conventional mathematical knowledge over the school year. Three main findings emerged. First, there were marked individual differences in children's conventional mathematical knowledge by 4 years of age that were associated with socioeconomic status. Second, there were dramatic differences in the amount of math-related talk teachers provided. Third, and most important, the amount of teachers' math-related talk was significantly related to the growth of preschoolers' conventional mathematical knowledge over the school year but was unrelated to their math knowledge at the start of the school year. Copyright 2006 APA, all rights reserved.

Theory-practice Dichotomy in Mathematics Teacher Education: An ...

African Journals Online (AJOL)

Theory-practice Dichotomy in Mathematics Teacher Education: An Analysis of Practicum ... Zimbabwe Journal of Educational Research ... practices in primary teacher education continue to create dichotomous gaps in this relationship.

Teachers' Perception of Social Justice in Mathematics Classrooms

Science.gov (United States)

Panthi, Ram Krishna; Luitel, Bal Chandra; Belbase, Shashidhar

2017-01-01

The purpose of this study was to explore mathematics teachers' perception of social justice in mathematics classrooms. We applied interpretive qualitative method for data collection, analysis, and interpretation through iterative process. We administered in-depth semi-structured interviews to capture the perceptions of three mathematics teachers…

Reading strategy instruction and teacher change: implications for teacher training

Directory of Open Access Journals (Sweden)

Nanda M Klapwijk

2012-01-01

Full Text Available I report on teacher change in the context of a reading strategy instruction intervention. Reading Strategy Instruction (RSI was implemented by three teachers, new to the concept, over a period of 15 weeks. Observations of these teachers showed that a multitude of factors affect the uptake of RSI as part of everyday teaching practice, and that teachers seem to move through distinct phases in their uptake of RSI. The article focuses on teachers' reaction to RSI and highlights a number of issues that are important to the implementation of RSI, not the least of which is that a clear need exists for changes to in-service teacher training and support and pre-service teacher training. In an effort to address these training issues the article contains specific recommendations for pre-service teacher training in particular.

Teachers' Perceptions of Teaching Mathematics at the Senior Secondary Level in Fiji

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Dayal, Hem Chand

2013-01-01

In recent times, there has been considerable interest shown in the affective domain of mathematics education with research findings pointing out that affective variables have profound impact on classroom practices of mathematics teachers. In other words, teachers' conceptions of mathematics and mathematics teaching are greatly influenced by…

There is More to the Teaching and Learning of Mathematics Than the Use of Local Languages: Mathematics Teacher Practices

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Nancy Chitera

2016-11-01

Full Text Available In this article, we present a discussion about the type of mathematical discourse that is being produced in classrooms where the language of learning and teaching is local languages.  We also further explore the tensions in the mathematical discourse being produced. The study sample was 4 mathematics teachers from a semi-urban primary school in Malawi. The methods of data collection included classroom observations, pre-observation focus group discussions and reflective interviews. The results show that even though both students and teachers were able to communicate freely in local languages in the mathematics classroom, the mathematical discourse that came was distorted. This is mainly caused by lack of a well-developed mathematical discourse in local languages, which in turn takes away the confidence of mathematics teachers in the classroom. As a result, the mathematics classrooms are still being characterized by teachers not being creative, use of word by word from books, focus more on procedural than conceptual and thus teacher centered is still dominant in these classrooms. Furthermore, it is found that there are tensions between the formal and informal mathematical language in local languages. These results in turn have promoted a more in-depth understanding to the teaching and learning of mathematics when local language is the language of learning and teaching. Therefore, this article argues for a well-balanced approach when it comes to teaching and learning of mathematics rather than just focusing on the use of local languages.

An Investigation of Elementary Preservice Teachers' Self-Efficacy for Teaching Mathematics

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Giles, Rebecca McMahon; Byrd, Kelly O.; Bendolph, Angelia

2016-01-01

Research has consistently shown that teacher efficacy is related to a variety of desirable student outcomes, thus, making teacher efficacy an important factor in high quality mathematics instruction. The purpose of this study was to determine elementary preservice teachers' self-efficacy beliefs related to teaching mathematics. Forty-one…

What Secondary Teachers Think and Do about Student Engagement in Mathematics

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Skilling, Karen; Bobis, Janette; Martin, Andrew J.; Anderson, Judy; Way, Jennifer

2016-01-01

What teachers' think about student engagement influences the teaching practices they adopt, their responses to students and the efforts they make in the classroom. Interviews were conducted with 31 mathematics teachers from ten high schools to investigate their perceptions and beliefs about student engagement in mathematics. Teachers also reported…

An approach critical in mathematics education: Opportunities and interaction theory-practice-through critical mathematics education

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Itamar Miranda da Silva

2011-06-01

Full Text Available This paper discusses the possibilities of articulation of theory-and-practice in the teaching, by means of critical mathematics education as a proposal for the teacher facing the challenges of daily life in the classroom. The discussion is based on the literature through which was estudied and analyzed several books, articles and dissertations on the subject, as well as our experiences and reflections resulting from the process of teacher education we experienced. From the readings and analysis was possible to construct a teaching proposal that suggests to address critical mathematics education as an alternative link between theory and practice and to assign to the teaching of mathematics a greater dynamism, with the prospect of developing knowledge and pedagogical practices that contribute to a broader training, which prepares for citizenship and for being critical students and teachers in the training process. Conjectures were raised about possible contributions of critical mathematics education as a differentiated alternative as opposed to reproductivist teaching. We believe therefore that this article could help with the reflections on the importance of mathematics education in teacher education which enables the realization that beyond disciplinary knowledge (content, are necessary pedagogical knowledge, curriculum and experiential to address the problems that relate to the teaching of mathematics

Preparing Mathematics Teachers for Technology-Rich Environments

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Sturdivant, Rodney X.; Dunham, Penelope; Jardine, Richard

2009-01-01

This article describes key elements for faculty development programs to prepare mathematics teachers for technology-rich environments. We offer practical examples from our experiences in teaching mathematics with technology and in teaching others to incorporate technology-based pedagogies. We address challenges faced by faculty using technology,…

Math Autobiographies: A Window into Teachers' Identities as Mathematics Learners

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McCulloch, Allison W.; Marshall, Patricia L.; DeCuir-Gunby, Jessica T.; Caldwell, Ticola S.

2013-01-01

Mathematics autobiographies have the potential to help teachers reflect on their identities as mathematics learners and to understand their role in the development of their students' mathematics identities. This paper reports on a professional development project for K-2 teachers (n = 41), in which participants were asked to write mathematics…

Mathematics Pedagogical Standards: A Suggested Model of Instruction in Enhancing the Mathematics Teacher’s Quality of Instruction

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Saad, N. S.; Jemali, M.; Zakaria, Z. Hj; Yusof, Q.

2018-01-01

The paper aims at identifying the standards for teaching and learning of mathematics based on National Council of Teacher of Mathematics (NCTM, 2000), The Australian Association of Mathematics Teachers (AAMT, 2006) and Training and Development Agency for School (TDA, 2007). These known standards were used as a guide in identifying the constructs of the mathematics teacher’s instruction in the classroom. The survey method used in which a questionnaire instrument encompassed on the four identified constructs on the standards for teaching and learning of mathematics, namely professional practices, professional attributes, professional knowledge, and professional instructional processes. The instrument was tested during a pilot study and a Cronbach’s Alpha reliability index of greater than 0.85 was obtained. The actual research was carried out in Peninsular Malaysia involving 224 secondary schools with 1.120 mathematics teachers and 108 primary schools with 540 mathematics teachers. From the selected schools, only 820 secondary mathematics teachers (73.2%) and 361 primary teachers (66.9%) gave a response to the mailed questionnaires. The findings of the study revealed that the secondary and primary mathematics teachers strongly agreed on three constructs; professional practices, professional attributes and professional instructional processes.

INTERSUBJECT CONNECTIONS OF COURSE OF MATHEMATICAL LOGIC AND OTHER MATHEMATICAL COURSES AT PREPARATION OF FUTURE TEACHER OF MATHEMATICS

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Yu.I. Sinko

2012-03-01

Full Text Available In this article the interconnections of course of mathematical logic with other mathematical courses – geometry, algebra and theory of numbers, mathematical analysis, and also with the courses of mathematics teaching methodology, history of mathematics in the system of preparation of teachers of mathematics in pedagogical Institute of higher education are analyzed. The presence of connections between the elements of the system and their quality is the important description of the pedagogical system.

Evidence of the Need to Prepare Prospective Teachers to Engage in Mathematics Consultations

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van Ingen, Sarah; Eskelson, Samuel L.; Allsopp, David

2016-01-01

The mathematics consultation represents a powerful opportunity for mathematics teachers to leverage the knowledge base of special education professionals to advance equity for students with special education needs. Yet, most teacher preparation programs do not specifically prepare prospective teachers to engage in mathematics-specific…

Construction of teacher knowledge in context: Preparing elementary teachers to teach mathematics and science

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Lowery, Maye Norene Vail

1998-12-01

The purposes of this study were to further the understanding of how preservice teacher construct teacher knowledge and pedagogical content knowledge of elementary mathematics and science and to determine the extent of that knowledge in a school-based setting. Preservice teachers, university instructors, inservice teachers, and other school personnel were involved in this context-specific study. Evidence of the preservice teachers' knowledge construction (its acquisition, its dimensions, and the social context) was collected through the use of a qualitative methodology. Collected data included individual and group interviews, course documents, artifacts, and preservice teaching portfolios. Innovative aspects of this integrated mathematics and science elementary methods course included standards-based instruction with immediate access to field experiences. Grade-level teams of preservice and inservice teachers planned and implemented lessons in mathematics and science for elementary students. An on-site, portable classroom building served as a mathematics and science teaching and learning laboratory. A four-stage analysis was performed, revealing significant patterns of learning. An ecosystem of learning within a constructivist learning environment was identified to contain three systems: the university system; the school system; and the cohort of learners system. A mega system for the construction of teacher knowledge was revealed in the final analysis. Learning venues were discovered to be the conduits of learning in a situated learning context. Analysis and synthesis of data revealed an extensive acquisition of teacher knowledge and pedagogical content knowledge through identified learning components. Patience, flexibility, and communication were identified as necessities for successful teaching. Learning components included: collaboration with inservice teachers; implementation of discovery learning and hands-on/minds-on learning; small groupwork; lesson planning

Integrating Universal Design and Response to Intervention in Methods Courses for General Education Mathematics Teachers

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Buchheister, Kelley; Jackson, Christa; Taylor, Cynthia E.

2014-01-01

Traditionally, teacher education programs have placed little emphasis on preparing mathematics teachers to work with students who struggle in mathematics. Therefore, it is crucial that mathematics teacher educators explicitly prepare prospective teachers to instruct students who struggle with mathematics by providing strategies and practices that…

Reflective Awareness in Mathematics Teachers' Learning and Teaching

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Chapman, Olive

2015-01-01

The nature of mathematics teachers' knowledge specific to teaching mathematics [MTK] is of ongoing concern in mathematics education research. This article contributes to our under-standing of this knowledge with particular focus on reflective awareness. It discusses MTK based on ways it has been used in research. It highlights reflective awareness…

Elective Drama Course in Mathematics Education: An Assessment of Pre-Service Teachers

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Sagirli, Meryem Özturan

2014-01-01

This study aimed to evaluate a newly introduced elective course "Drama in Mathematics Education" into mathematics education curriculum from the viewpoints of pre-service mathematics teachers. A case study was employed in the study. The study group consisted of 37 pre-service mathematics teachers who were enrolled in a Turkish state…

Student teacher training: participant motivation.

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Burgess, Annette; van Diggele, Christie; Mellis, Craig

2016-08-01

Teaching, assessment and feedback skills are documented globally as required graduate attributes for medical students. By integrating teacher training into curricula, the importance of teaching and educational scholarship is highlighted. In this study, we used self-determination theory (SDT) to consider medical students' motivation to voluntarily participate in a short teacher training programme. Thirty-eight senior medical students were invited to attend a teacher training programme at a major tertiary teaching hospital. Participating students were asked to respond to one question: 'Why did you volunteer to take part in the teacher training course?' Self-determination theory was used as a conceptual framework to identify and code recurrent themes in the data. In total, 23/38 (61%) of invited students chose to participate in the programme, and 21/23 (91%) of the students responded to the survey. Students' motivation to participate in the teacher training programme were related to: (1) autonomy - their enjoyment of their current voluntary involvement in teaching; (2) competence - a recognition of the need for formal training and certification in teaching, and as an essential part of their future career in medicine; (3) relatedness - the joint recognition of the importance of quality in teaching, as emphasised by their own learning experiences in the medical programme. Students reported being motivated to take part in teacher training because of their enjoyment of teaching, their desire to increase the quality of teaching within medical education, their desire for formal recognition of teaching as a learned skill, plus their recognition of teaching as a requirement within the medical profession. By integrating teacher training into curricula, the importance of teaching and educational scholarship is highlighted. © 2015 John Wiley & Sons Ltd.

Motivation and engagement in mathematics: a qualitative framework for teacher-student interactions

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Durksen, Tracy L.; Way, Jennifer; Bobis, Janette; Anderson, Judy; Skilling, Karen; Martin, Andrew J.

2017-02-01

We started with a classic research question (How do teachers motivate and engage middle year students in mathematics?) that is solidly underpinned and guided by an integration of two theoretical and multidimensional models. In particular, the current study illustrates how theory is important for guiding qualitative analytical approaches to motivation and engagement in mathematics. With little research on how teachers of mathematics are able to maintain high levels of student motivation and engagement, we focused on developing a qualitative framework that highlights the influence of teacher-student interactions. Participants were six teachers (upper primary and secondary) that taught students with higher-than-average levels of motivation and engagement in mathematics. Data sources included one video-recorded lesson and associated transcripts from pre- and post-lesson interviews with each teacher. Overall, effective classroom organisation stood out as a priority when promoting motivation and engagement in mathematics. Results on classroom organisation revealed four key indicators within teacher-student interactions deemed important for motivation and engagement in mathematics—confidence, climate, contact, and connection. Since much of the effect of teachers on student learning relies on interactions, and given the universal trend of declining mathematical performance during the middle years of schooling, future research and intervention studies might be assisted by our qualitative framework.

Views of Elementary School Pre-Service Teachers About the Use of Educational Mathematics Games in Mathematics Teaching

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Hasan Topçu

2014-08-01

Full Text Available The aim of this study was to reveal the opinions of elementary school pre-service teachers about the usage of educational mathematics games in elementary mathematics teaching. In this study, case study that, one of qualitative research methods, was used. Data were collected by utilizing a semi-structured interview form to these elementary school pre-service teachers and analyzed using by content analysis method. A total of 10 junior pre-service teachers enrolled in undergraduate programs of elementary teaching attended to this research. In conclusion, these pre-service teachers indicated that educational computer games would provide benefits such as making students’ learning more permanent, visualizing concepts, making students love mathematics, learning by entertaining, reinforcing what has been learnt and developing thinking skills. Nevertheless, these elementary school pre-service teachers stated the limitations about educational computer games such as causing addiction and physical damages, being time-consuming, requiring special equipment and software and making class management difficult. Besides, it was revealed that the pre-service teachers demonstrated positive attitudes towards the use of games in courses while that they did not feel themselves competent in terms of application.Key Words:    Educational computer games, mathematics teaching, elementary school pre-service teachers

Understanding Mathematics Classroom Instruction Through Students and Teachers

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Schenke, Katerina

2015-01-01

High quality instruction is necessary for students of all ages to develop a deep understanding of mathematics. Value-added models, a common approach used to describe teachers and classroom practices, are defined by the student standardized achievement gains teachers elicit. They may, however, fail to account for the complexity of mathematics instruction as it actually occurs in the classroom. To truly understand both a teacher’s impact on his/her students and how best to improve student learn...

Sustaining Lesson Study: Resources and Factors that Support and Constrain Mathematics Teachers' Ability to Continue After the Grant Ends

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Druken, Bridget Kinsella

Lesson study, a teacher-led vehicle for inquiring into teacher practice through creating, enacting, and reflecting on collaboratively designed research lessons, has been shown to improve mathematics teacher practice in the United States, such as improving knowledge about mathematics, changing teacher practice, and developing communities of teachers. Though it has been described as a sustainable form of professional development, little research exists on what might support teachers in continuing to engage in lesson study after a grant ends. This qualitative and multi-case study investigates the sustainability of lesson study as mathematics teachers engage in a district scale-up lesson study professional experience after participating in a three-year California Mathematics Science Partnership (CaMSP) grant to improve algebraic instruction. To do so, I first provide a description of material (e.g. curricular materials and time), human (attending district trainings and interacting with mathematics coaches), and social (qualities like trust, shared values, common goals, and expectations developed through relationships with others) resources present in the context of two school districts as reported by participants. I then describe practices of lesson study reported to have continued. I also report on teachers' conceptions of what it means to engage in lesson study. I conclude by describing how these results suggest factors that supported and constrained teachers' in continuing lesson study. To accomplish this work, I used qualitative methods of grounded theory informed by a modified sustainability framework on interview, survey, and case study data about teachers, principals, and Teachers on Special Assignment (TOSAs). Four cases were selected to show the varying levels of lesson study practices that continued past the conclusion of the grant. Analyses reveal varying levels of integration, linkage, and synergy among both formally and informally arranged groups of

Associations between teacher-student interpersonal behaviour and student attitude to mathematics

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Fisher, Darrell; Rickards, Tony

1998-04-01

This article reports on research using a convenient questionnaire designed to allow mathematics teachers to assess teacher-student interpersonal behaviour in their classrooms. The various forms of the Questionnaire on Teacher Interaction (QTI) are discussed, and its use in past research is summarised. The article provides validation data for the first use of the QTI with a large sample of mathematics classrooms and examines the relation of teacher-student interpersonal behaviour to student attitude. It also describes how mathematics teachers can and have used the questionnaire to assess perceptions of their own teacher-student interpersonal behaviour, and how they have used such assessments as a basis for reflecting on their own teaching. The QTI may thus provide a basis for systematic attempts to improve one's own teaching practice.

Model program for the recruitment and preparation of high ability elementary mathematics/science teachers: A collaborative project among scientists, teacher educators and classroom teachers

Energy Technology Data Exchange (ETDEWEB)

1993-12-01

This teacher education program will provide a model for recruiting, educating and retaining high ability students to become mathematics and science lead teachers in elementary schools. The quality experiences and support provided these students will help them develop the knowledge and attitudes necessary to provide leadership for elementary mathematics and science programs. Students will have research experiences at the Ames Laboratory, high quality field experiences with nationally recognized mathematics and science teachers in local schools and opportunities to meaningfully connect these two experiences. This program, collaboratively designed and implemented by scientists, teacher educators and classroom teachers, should provide a replicatable model for other teacher education institutions. In addition, materials developed for the project should help other laboratories interface more effectively with K-8 schools and help other teacher education programs incorporate real science and mathematics experience into their curriculum.

Primary school mathematics teachers' ideas, beliefs, and practices ...

African Journals Online (AJOL)

kofi.mereku

African Journal of Educational Studies in Mathematics and Sciences Vol. 12, 2016. 45 ... The study explored Ghanaian primary school mathematics teachers' ideas, beliefs and ...... Journal of science and technology, 24(2), 106 -115. Palmer ...

Shifting Pre-Service Teachers' Beliefs about Mathematics Teaching: The Contextual Situation of a Mathematics Methods Course

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Jao, Limin

2017-01-01

For pre-service teachers (PSTs) who have been exposed to traditional approaches, teacher education courses can be a revelatory experience in their development as educators. This study explores if Canadian upper elementary/lower secondary (grades 4-10) PSTs change their beliefs about mathematics teaching as a result of taking a mathematics methods…

Solving for Irrational Zeros: Whiteness in Mathematics Teacher Education

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Warburton, Trevor Thayne

2015-01-01

For many, mathematics and social justice are perceived as incompatible. Several mathematics education researchers have noted resistance to social justice among mathematics teachers. However, mathematics education has a consistently negative impact on the education of students of color. This study seeks to better understand the nature of this…

An Investigation of Mathematical Knowledge Related to Mathematics Teachers' Basic Concepts in Sets Unit

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Nurullah YAZICI

2017-05-01

Full Text Available This research was conducted in order to examine the subject matter of Mathematics teachers in the context of "Mathematical Knowledge For Teaching" (MKT model of "Basic Concepts in Sets" which is the first topic of the 9th class "Sets". The study group, which is one of the qualitative research methods, used the case study design, constitutes 5 mathematics teachers who work in different education levels (primary and secondary education in the academic year of 2015-2016. Open-ended questions and semi-structured interview form developed by the researcher were used for data collection. A descriptive analysis technique was used to analyze the data obtained through interviews. While analyzing the data, teacher and student textbooks, which were prepared by the Ministry of National Education for the purpose of teaching in 2015-2016 academic year, were taken as a reference. According to the research findings, it was determined that the teachers had deficiencies in the subject field of "Basic Concepts in the Sets" and had superficial knowledge rather than in depth knowledge.

Conceptions on the Teaching of Subtraction: A study Focused on an in-Service Teacher Training Course

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Mario Martínez Silva

2004-05-01

Full Text Available This paper reports a research about a group of in-service teachers working in primary public schools in a poor urban zone in Monterrey city, Mexico. Its main aim was to study teachers’ conceptions about the teaching of subtraction and, in particular, to know more about the role that they assign to context and contextualizing in the teaching process. Broadly speaking, the research arose from the interest to know more about the relationship between the training and education in mathematics of primary teachers and how the teaching and learning of mathematics actually takes place at school.

The Effect of Early Fieldwork on Mathematics Efficacy Beliefs for Pre-Service Teachers

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Hunt-Ruiz, Heidi; Watson, Scott B.

2015-01-01

The purpose of this study was to investigate the impact of an early fieldwork experience on preservice teachers' mathematics efficacy beliefs. This quasi-experimental study included 127 preservice teachers from two community colleges who were enrolled in mathematics for teachers' two-course sequence. The Personal Mathematics Teaching Efficacy…

The Influence of a Reform-Based Mathematics Methods Course on Preservice Teachers' Beliefs

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Evans, Brian R.; Leonard, Jacqueline; Krier, Kathleen; Ryan, Steve

2013-01-01

Beliefs about teaching mathematics and urban students' ability to learn mathematics are often overlooked in the discourse on highly qualified teachers. Altering teacher experiences has the potential to change their beliefs. It was found in this qualitative case study that preservice teachers' beliefs about teaching mathematics to urban students…

Mathematics Teachers' Readiness to Integrate ICT in the Classroom: The Case of Elementary and Middle School Arab Teachers in Israel

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Nimer F. Baya'a

2013-03-01

Full Text Available ICT integration in mathematics education provides mathematics teachers with integrative teaching methods that motivate students learning, support their independent learning and active participation in the discovery of mathematics concepts and topics, and, as a result, helps them have deeper understanding of the mathematical ideas. So, the integration of ICT in the teaching and learning of mathematics, as a result of ICT educational affordances, helps students have better achievement in mathematics. These potentialities of the ICT make its integration in the mathematics classroom a promising practice, but the success of this practice is dependent on various factors, among which are the following: teachers' perceptions of their ability in ICT, teachers' attitudes towards ICT contribution to the mathematics teaching, teachers' attitudes towards ICT contribution to students' mathematics learning, teachers' emotions towards the use of ICT in the mathematics classroom, teachers' feelings of self-esteem and control in the presence of ICT in the mathematics classroom, and teachers' intentions to actually integrate ICT in their teaching. The current research came to verify the readiness of Arab teachers in elementary and middle schools in Israel regarding the integration of ICT in the classroom, and hence its interest in the six above constructs. The research used a questionnaire that included statements related to each one of the above constructs. This questionnaire was administered to 475 Arab teachers in elementary and middle schools in the North, Center and Haifa regions in Israel. The research findings show that more than seventy percent of the participating teachers have positive perceptions of their competence in technology and technology integration in their teaching. Further, they have positive attitudes towards the integration of ICT in teaching and learning and of their self-esteem in the presence of technology, in addition to positive

Evaluating Mathematics Teachers' Professional Development Motivations and Needs

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Caddle, Mary C.; Bautista, Alfredo; Brizuela, Bárbara M.; Sharpe, Sheree T.

2016-01-01

While there is widespread agreement that one-size-fits-all professional development (PD) initiatives have limited potential to foster teacher learning, much existing PD is still designed without attention to teachers' motivations and needs. This paper shows that the strengths and weaknesses of middle school mathematics teachers that engage in PD…

Research on Mathematics Teachers as Partners in Task Design

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Jones, Keith; Pepin, Birgit

2016-01-01

Mathematical tasks and tools, including tasks in the form of digital tools, are key resources in mathematics teaching and in mathematics teacher education. Even so, the "design" of mathematical tasks is perceived in different ways: sometimes seen as something distinct from the teaching and learning process, and sometimes as integral to…

Developing Culturally Responsive Mathematics Teachers: Secondary Teachers' Evolving Conceptions of Knowing Students

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Parker, Frieda; Bartell, Tonya Gau; Novak, Jodie D.

2017-01-01

Research advances in teaching, learning, curriculum, and assessment have not changed the continued underperformance of marginalized students in mathematics education. Culturally responsive teaching is a means of addressing the needs of these students. It is sometimes challenging, however, to convince secondary mathematics teachers about the…

Moving toward Positive Mathematics Beliefs and Developing Socio-Mathematical Authority: Urban Preservice Teachers in Mathematics Methods Courses

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Saran, Rupam; Gujarati, Joan

2013-01-01

This article explores how preservice elementary teachers change their negative beliefs toward mathematics into positive ones after taking a mathematics methods course that follows the Concrete-Pictorial-Abstract (CPA) instructional method. Also explored is the relationship between those beliefs and sociomathematical authority. By administering…

HOW MATHEMATICS TEACHERS DEVELOP THEIR PUPILS’ SELF-REGULATED LEARNING SKILLS

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Iuliana Marchis

2011-11-01

Full Text Available Self-regulated learning skills are important in mathematical problem solving. The aim of the paper is to present a research on how mathematics teachers guide their pupils’ mathematical problem-solving activities in order to increase self-regulation. 62 teachers have filled in a questionnaire developed for this research. The results are show that more than two third of the teachers promote the methods of understanding the problem; develop pupils’ self-efficacy and self-control. But only one third of the teachers ask pupils to use different strategies for solving a problem; ask students to explain the solution to their colleagues. In case of unsuccessful problem solving only one third of the respondents ask pupils to present previous knowledge about the problem or/and recall and try different methods.

Peer Mentoring: Stories of Three Mathematics Teachers

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Kensington-Miller, Barbara

2011-01-01

Mentoring is a professional development strategy well documented. Peer mentoring however, is relatively new and was provided as a professional development strategy for a group of secondary school mathematics teachers working in low socio-economic schools. Through the stories of three teachers, the year-long study identifies the features critical…

Classroom-Based Professional Expertise: A Mathematics Teacher's Practice with Technology

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Bozkurt, Gulay; Ruthven, Kenneth

2017-01-01

This study examines the classroom practice and craft knowledge underpinning one teacher's integration of the use of GeoGebra software into mathematics teaching. The chosen teacher worked in an English secondary school and was professionally well regarded as an accomplished user of digital technology in mathematics teaching. Designed in accordance…

The Views of Mathematics Teachers on the Factors Affecting the Integration of Technology in Mathematics Courses

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Kaleli-Yilmaz, Gül

2015-01-01

The aim of this study was to determine the views of mathematics teachers on the factors that affect the integration of technology in mathematic courses. It is a qualitative case study. The sample size of the study is 10 teachers who are receiving postgraduate education in a university in Turkey. The current study was conducted in three stages. At…

Student mathematical activity as a springboard to developing teacher didactisation practices

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Piera Biccard

2015-12-01

Full Text Available This article is part of a larger study on teacher development. The main study investigated teacher development within primary school Mathematics teachers’ classrooms to determine if teaching practices could be enhanced through a didactisation-based programme. It sought to develop teachers within their own environments and classrooms. Design research (both designing the conditions for change and studying the results of those conditions enabled the researchers to design a programme that was congruent with teachers’ own needs and experiences. The programme ran for a period of a year with regular contact between the teachers and the researcher conducting the programme (the first author. The programme set out nine didactisation practices: active students, differentiation, mathematisation, vertically aligned lessons, accessing student thinking and ideas, probing student thinking and ideas, connecting student ideas, assessing students and reflecting on practice. One practice, student activity, is the focus of this article. It was found that by initiating discussion and cognitive conflict in teachers by using modelling problems, and further allowing teachers to observe pupils working in groups with modelling problems, teachers were starting to incorporate the didactisation practices within their own classrooms. This article documents specifically the fundamental role of student mathematical activity and the importance of improving student mathematical experiences, both for teacher development and for student mathematical learning. The study may be valuable in structuring and planning further effective teacher development programmes.

Structural equation modeling assessing relationship between mathematics beliefs, teachers' attitudes and teaching practices among novice teachers in Malaysia

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Borhan, Noziati; Zakaria, Effandi

2017-05-01

This quantitative study was conducted to investigate the perception level of novice teachers about mathematics belief, teachers' attitude towards mathematics and teaching practices of mathematics in the classroom. In addition, it also aims to identify whether there is a correspondence model with the data obtained and to identify the relationship between the variables of beliefs, attitudes and practices among novice teachers in Malaysia. A total of 263 primary novice teachers throughout the country were involved in this study were selected randomly. Respondents are required to provide a response to the questionnaire of 66 items related to mathematics beliefs, attitudes and practices of the teaching mathematics. There are ten sub-factors which have been established in this instrument for three major constructs using a Likert scale rating of five points. The items of the constructs undergo the exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) procedure involve of unidimensionality test, convergent validity, construct validity and discriminant validity. Descriptive statistics were used to describe the frequency, percentage, the mean and standard deviation for completing some research questions that have been expressed. As for inferential statistical analysis, the researchers used structural equation modeling (SEM) to answer the question of correspondents model and the relationship between these three variables. The results of the study were found that there exist a correspondence measurement and structural model with the data obtained. While the relationship between variable found that mathematics beliefs have a significant influence on teachers' attitudes towards mathematics as well as the relationship between the attitudes with teaching practices. Meanwhile, mathematics belief had no significant relationship with mathematics teaching practices among novice teachers in Malaysia.

Investigation of the Effects of Mathematical Thinking States of Form Teachers on Their Mathematics Teaching Anxieties

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Yorulmaz, Alper; Altintas, Sedat; Sidekli, Sabri

2017-01-01

The state of mathematical thinking is considered to have an effect on the formation of anxiety regarding teaching mathematics. It is hypothesized that with the formation of mathematical thinking, the anxiety in teachers regarding teaching mathematics will be reduced. Since mathematical thinking is a skill acquired starting from the early years of…

Collaborative innovations with rural and regional secondary teachers: enhancing student learning in mathematics

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Pegg, John; Panizzon, Debra

2011-06-01

When questioned, secondary mathematics teachers in rural and regional schools in Australia refer to their limited opportunities to engage and share experiences with peers in other schools as an under-utilised and cost-effective mechanism to support their professional learning and enhance their students' learning. The paper reports on the creation and evaluation of a network of learning communities of rural secondary mathematics teachers around a common purpose—enhancement and increased engagement of student learning in mathematics. To achieve this goal, teams of teachers from six rural schools identified an issue hindering improved student learning of mathematics in their school. Working collaboratively with support from university personnel with expertise in curriculum, assessment and quality pedagogy, teachers developed and implemented strategies to address an identified issue in ways that were relevant to their teaching contexts. The research study identifies issues in mathematics of major concern to rural teachers of mathematics, the successes and challenges the teachers faced in working in learning communities on the issue they identified, and the efficacy of the professional learning model.

Mathematics Anxiety and Beliefs of Turkish Pre-Service Elementary Teachers

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Uysal, Figen; Dede, Yüksel

2016-01-01

The purpose of this study was to investigate the relationship between pre-service elementary teachers' mathematics teaching beliefs and mathematics anxiety. The participants of the study consist of 96 pre-service elementary teachers from a department of primary education in a state university in Turkey during the 2010-2011 spring term. Mathematics…

Examining Pre-Service Mathematics Teachers' Conceptual Structures about "Geometry"

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Erdogan, Ahmet

2017-01-01

The aim of this study is to examine pre-service mathematics teachers' conceptual structures about "geometry". Qualitative research methodology has been adopted in the study. The data of the study is obtained from mathematics teacher candidates who have been students at the faculties of education of an Anatolian university in the academic…

Pre-Service Teachers' Mathematics Content Knowledge: Implications for How Mathematics Is Taught in Higher Education

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Lowrie, Tom; Jorgensen, Robyn

2016-01-01

This investigation explored pre-service teachers' mathematics content knowledge (MCK) and beliefs associated with mathematics education practices. An Exploratory Factor Analysis, conducted on a beliefs and attitudes questionnaire, produced three common attitude factors associated with (1) inquiry-based teaching; (2) how mathematics knowledge is…

Music-Themed Mathematics Education as a Strategy for Improving Elementary Preservice Teachers' Mathematics Pedagogy and Teaching Self-Efficacy

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An, Song A.; Tillman, Daniel A.; Paez, Carlos R.

2015-01-01

This study investigated the effects upon elementary preservice teachers' mathematics teaching self-efficacy and interdisciplinary lesson design strategies, which resulted from an educational intervention that emphasized integrated music-mathematics instruction. The participating elementary preservice teachers (n = 152) were recruited for this…

Engineering teacher training models and experiences

Science.gov (United States)

González-Tirados, R. M.

2009-04-01

Institutions and Organisations that take training seriously and devote time, effort and resources, etc, to their own teams are more likely to succeed, since both initial teacher training and continuous improvement, studies, hours of group discussion, works on innovation and educational research, talks and permanent meetings, etc, will all serve to enhance teaching and its quality. Teachers will be able to introduce new components from previously taught classes into their university teaching which will contribute to improving their work and developing a suitable academic environment to include shared objectives, teachers and students. Moreover, this training will serve to enhance pedagogic innovation, new teaching-learning methodologies and contribute to getting teaching staff involved in respect of the guidelines set out by the EHEA. Bearing in mind that training and motivation can be key factors in any teacher's "performance", their productivity and the quality of their teaching, Teacher Training for a specific post inside the University Organisation is standard practice of so-called Human Resources management and an integral part of a teacher's work; it is a way of professionalising the teaching of the different branches of Engineering. At Madrid Polytechnic University, in the Institute of Educational Sciences (ICE), since it was founded in 1972, we have been working hard with university teaching staff. But it was not until 1992 after carrying out various studies on training needs that we planned and programmed different training actions, offering a wide range of possibilities. Thus, we designed and taught an "Initial Teacher Training Course", as it was first called in 1992, a programme basically aimed to train young Engineering teachers just setting out on their teaching career. In 2006, the name was changed to "Advanced University Teacher Training Course". Subsequently, with the appearance of the Bologna Declaration and the creation of the European Higher

Quality of secondary preservice mathematics teacher education programs

OpenAIRE

Gómez, Pedro

2005-01-01

Characterizing the quality of teacher education programs and courses Supported by the Ministry of Science and Technology Working for three years Three universities working on secondary mathematics pre- service teacher education Almeria, Cantabria and Granada With a common model

Prospective and Current Secondary Mathematics Teachers' Criteria for Evaluating Mathematical Cognitive Technologies

Science.gov (United States)

Smith, Ryan C.; Shin, Dongjo; Kim, Somin

2017-01-01

As technology becomes more ubiquitous in the mathematics classroom, teachers are being asked to incorporate it into their lessons more than ever before. The amount of resources available online is staggering and teachers need to be able to analyse and identify resources that would be most appropriate and effective with their students. This study…

Understanding the Influence of Two Mathematics Textbooks on Prospective Secondary Teachers' Knowledge

Science.gov (United States)

Davis, Jon D.

2009-01-01

This study examines the influence of reading and planning from two differently organized mathematics textbooks on prospective high school mathematics teachers' pedagogical content knowledge and content knowledge of exponential functions. The teachers completed a pretest and two posttests. On the pretest, the teachers possessed an incomplete…

Prospective Turkish Primary Teachers' Views about the Use of Computers in Mathematics Education

Science.gov (United States)

Dogan, Mustafa

2012-01-01

The use of computers and technology in mathematics education affects students' learning, achievements, and affective dimensions. This study explores prospective Turkish primary mathematics teachers' views about the use of computers in mathematics education. The sample comprised of 129 fourth-year prospective primary mathematics teachers from two…

Master mathematics teachers as mentors for underperforming and disadvantaged schools

Directory of Open Access Journals (Sweden)

Annemarie Hattingh

2009-09-01

Full Text Available The work of teachers has a significant role both with regard to learners’ achievement and their opportunities in life. In the context of a developing country, particularly with respect to township and rural schools, it is a common occurrence that many practising teachers are un- or under qualified for the teaching of mathematics. What kind of professional development would be effective for upgrading the content knowledge and professional competence of such teachers? It is the aim of this article to give an overview of a professional development approach, called mentorship by master mathematics teachers, which had a positive effect both on teacher learning and their learners’ performance. Where mentorship usually focuses on the induction of beginning or student teachers, the Teacher Mentorship Programme (TMP in this case, had as its target experienced teachers who had been teaching mathematics for years in township schools, but without the appropriate qualifications. The mentee teachers had never previously, due to no fault of their own, been exposed to excellent teaching practices as learners, student or practising teachers. The TMP was an initiative of a university’s Faculty of Engineering, that collaborated with private engineering companies and the Department of Education with the aim of preparing more and better equipped Grade 12 leavers who enrol for studies in engineering and technology related fields. The intended outcomes of the TMP were: To improve teachers’ content knowledge, pedagogical competence and attitude towards mathematics and science. To broaden teachers’ knowledge of careers related to the mathematics, science and technology fields. To improve learners’ attitudes towards mathematics, science and related careers. To increase the number of learners who enrol for mathematics on the higher grade which is the equivalent of “core” mathematics in the new National Curriculum Statement.Why a mentorship programme

Teachers' Understanding of the Role of Executive Functions in Mathematics Learning.

Science.gov (United States)

Gilmore, Camilla; Cragg, Lucy

2014-09-01

Cognitive psychology research has suggested an important role for executive functions, the set of skills that monitor and control thought and action, in learning mathematics. However, there is currently little evidence about whether teachers are aware of the importance of these skills and, if so, how they come by this information. We conducted an online survey of teachers' views on the importance of a range of skills for mathematics learning. Teachers rated executive function skills, and in particular inhibition and shifting, to be important for mathematics. The value placed on executive function skills increased with increasing teaching experience. Most teachers reported that they were aware of these skills, although few knew the term "executive functions." This awareness had come about through their teaching experience rather than from formal instruction. Researchers and teacher educators could do more to highlight the importance of these skills to trainee or new teachers.

Mathematics-Related Anxiety and Attitudes: Examining the Impact among Latina Preservice Teachers

Science.gov (United States)

Gautreau, Cynthia; Brye, Michelle VanderVeldt; Lunceford, Christina

2016-01-01

The purpose of this study was to investigate mathematics-related anxiety and attitudes among Latina preservice teachers. Three sections from the Inventory of Mathematics Attitudes, Experience, and Self Awareness were administered to preservice teachers enrolled in a curriculum and instruction mathematics course during the 1st semester of a…

Attitudes of Pre-Service Mathematics Teachers towards Modelling: A South African Inquiry

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Jacobs, Gerrie J.; Durandt, Rina

2017-01-01

This study explores the attitudes of mathematics pre-service teachers, based on their initial exposure to a model-eliciting challenge. The new Curriculum and Assessment Policy Statement determines that mathematics students should be able to identify, investigate and solve problems via modelling. The unpreparedness of mathematics teachers in…

Math Is Like a Lion Hunting a Sleeping Gazelle: Preservice Elementary Teachers' Metaphors of Mathematics

Science.gov (United States)

Latterell, Carmen M.; Wilson, Janelle L.

2016-01-01

Preservice elementary teachers hold a variety of beliefs about mathematics and mathematics learning, which influence their teaching. Previous research has shown that preservice elementary teachers believe that mathematics is doing arithmetic. However, it is unclear if preservice elementary teachers truly believe that mathematics is only…

Advanced Training in Mathematics Schools

Indian Academy of Sciences (India)

Advanced Training in Mathematics Schools (ATM Schools) are a joint effort of more than. 50 active researchers across the country with support from the National Board for Higher. Mathematics. The objective of these schools is to impart basic knowledge in algebra, analysis and topology in the Annual Foundation School ...

Preservice Secondary Mathematics Teachers' Knowledge of Students

Science.gov (United States)

Kilic, Hulya

2011-01-01

The aim of this paper is to present the nature of preservice secondary mathematics teachers' knowledge of students as emerged from a study investigating the development of their pedagogical content knowledge in a methods course and its associated field experience. Six preservice teachers participated in the study and the data were collected in the…

Online supplementary mathematics tuition in a first-year childhood teacher education programme

Directory of Open Access Journals (Sweden)

Kathleen Fonseca

2016-02-01

Full Text Available This study reports on an intervention that was aimed at improving the content knowledge of first-year intermediate-phase education students at a South African university. The study gives some insight into preservice teachers’ perceptions of an online programme for the development of mathematics common content knowledge for teachers of mathematics in the intermediate grades. The effectiveness of the intervention programme was analysed according to Shapiro’s evaluation criteria for intervention research. The findings show that there has been a positive shift in preservice teachers’ common content knowledge but that there is much room for further development. The student teachers found the programme to be of great benefit with regard to the development of their mathematics knowledge as well as their confidence as future teachers of mathematics. The findings highlighted their disturbingly limited knowledge of mathematics content knowledge and pointed to the responsibility of teacher education departments at universities to implement sufficient maths content courses that will address the status quo of poor mathematics teaching in South African primary schools. The authors conclude that the students need to spend much more time on ‘catching up’ before they become teachers.

Does clinical teacher training always improve teaching effectiveness as opposed to no teacher training? A randomized controlled study.

Science.gov (United States)

Breckwoldt, Jan; Svensson, Jörg; Lingemann, Christian; Gruber, Hans

2014-01-08

Teacher training may improve teaching effectiveness, but it might also have paradoxical effects. Research on expertise development suggests that the integration of new strategies may result in a temporary deterioration of performance until higher levels of competence are reached. In this study, the impact of a clinical teacher training on teaching effectiveness was assessed in an intensive course in emergency medicine. As primary study outcome students' practical skills at the end of their course were chosen. The authors matched 18 clinical teachers according to clinical experience and teaching experience and then randomly assigned them to a two-day-teacher training, or no training. After 14 days, both groups taught within a 12-hour intensive course in emergency medicine for undergraduate students. The course followed a clearly defined curriculum. After the course students were assessed by structured clinical examination (SCE) and MCQ. The teaching quality was rated by students using a questionnaire. Data for 96 students with trained teachers, and 97 students with untrained teachers were included. Students taught by untrained teachers performed better in the SCE domains 'alarm call' (p teaching quality was rated significantly better by students of untrained teachers (p = 0.05). At the end of a structured intensive course in emergency medicine, students of trained clinical teachers performed worse in 2 of 4 practical SCE domains compared to students of untrained teachers. In addition, subjective evaluations of teaching quality were worse in the group of trained teachers. Difficulties in integrating new strategies in their teaching styles might be a possible explanation.

Teacher Variables As Predictors of Academic Achievement of Primary School Pupils Mathematics

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Adedeji TELLA

2008-10-01

Full Text Available This study examined the relationship between Teacher self- efficacy, interest, attitude, qualification, experience and pupils’ academic achievement in primary school mathematics. The participants of the study comprises of 254 primary school teachers and 120 primary school pupils. Data collected on the study were analysed using a stepwise multiple regression analysis. The results reveals that teacher self – efficacy and interest had significant correlation with pupils achievement scores. Teacher’s self-efficacy being the best predictor of pupils’ academic achievement in mathematics was followed by teacher’s interest. Attitude, qualification and experience were not significant correlation with pupil’s achievement in mathematics. The study recommended that it is high time for primary school mathematics teachers to have a change of attitude towards the teaching of the subject so that the achievement of universal basic education will not be hindered. Furthermore, primary school educational authorities were called upon to ensure that only teachers who are qualified to teach the subject are employed. Not these alone, their attention was also drawn to the fact that they should design educational programmes that will enhance the teacher self- efficacy for a better prediction of pupils’ achievement in mathematics.

Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction. Studies in Mathematical Thinking and Learning Series

Science.gov (United States)

Remillard, Janine T., Ed.; Herbel-Eisenmann, Beth A., Ed.; Lloyd, Gwendolyn M., Ed.

2011-01-01

This book compiles and synthesizes existing research on teachers' use of mathematics curriculum materials and the impact of curriculum materials on teaching and teachers, with a particular emphasis on--but not restricted to--those materials developed in the 1990s in response to the NCTM's Principles and Standards for School Mathematics. Despite…

Reframing Research on Methods Courses to Inform Mathematics Teacher Educators' Practice

Science.gov (United States)

Kastberg, Signe E.; Tyminski, Andrew M.; Sanchez, Wendy B.

2017-01-01

Calls have been made for the creation of a shared knowledge base in mathematics teacher education with the power to inform the design of scholarly inquiry and mathematics teacher educators' (MTEs) scholarly practices. Focusing on mathematics methods courses, we summarize and contribute to literature documenting activities MTEs use in mathematics…

Teaching of Mathematics and Science in English: The Teachers' Voices

Science.gov (United States)

Yahaya, Mohamad Fadhili Bin; Noor, Mohd Asri Bin Mohd; Mokhtar, Ahmad Azman Bin; Rawian, Rafizah Binti Mohd; Othman, Mahmod Bin; Jusoff, Kamaruzaman

2009-01-01

The policy to change the medium of instruction in the teaching of Mathematics and Science from Bahasa Melayu (Malay Language) to English in 2003 is an important innovation affecting not only the students but also teachers of Mathematics and Science. However, how far the changes affect the teachers is the issue addressed in the paper. In fact the…

ASSESSMENT OF STUDENTS’ PROFESSIONAL COMPETENCIES – THE FUTURE TEACHERS OF MATHEMATICS

Directory of Open Access Journals (Sweden)

Mariya B. Shashkina

2015-01-01

Full Text Available The aim of the investigation is to describe the authors’ approach to the assessment of the professional competence of the future teacher of mathematics.Methods. The methods involve comparative analysis of the Professional Standard of the teacher and the Federal State Educational Standards in teacher education, as well as the method of predictive analysis of modern educational situation.Results. Qualimetric approach to the structuring of the professional competencies of students is described; it allows concretizing the assessment object, to select the criteria and levels of its formedness, to trace the dynamics of development in the medium of profile preparation of a bachelor. The methodology of assessment a professional-profile competence of the future mathematics teachers is proposed; examples of the competence-assessment tools are provided.Scientific novelty. The study gives a detailed analysis of developing the innovative approach to competencies assessment as metasubject learning outcomes.Practical significance. The proposed method of competencies assessment can be used in the mathematical preparation of the future mathematics teacher, and can serve as a basis for monitoring the professional competencies of students.

The Professional Learning Experiences of Non-Mathematics Subject Specialist Teachers: A Descriptive Study

OpenAIRE

Ho Younghusband, Alice Christine

2017-01-01

Certified teachers in British Columbia (BC) schools can be assigned to teach secondary mathematics without having a major, minor, or formal background in mathematics. This is known as out-of-field teaching. These non-mathematics subject specialist teachers (NMSSTs) must learn or relearn the subject matter of mathematics to teach secondary mathematics. This study investigates what professional learning activities NMSSTs participate in to gain subject matter content knowledge in mathematics, wh...

Characterizing Preservice Teachers' Mathematical Understanding of Algebraic Relationships

Science.gov (United States)

Nillas, Leah A.

2010-01-01

Qualitative research methods were employed to investigate characterization of preservice teachers' mathematical understanding. Responses on test items involving algebraic relationships were analyzed using with-in case analysis (Miles and Huberman, 1994) and Pirie and Kieren's (1994) model of growth of mathematical understanding. Five elementary…

Being a Mathematics Teacher Educator in China: Challenges and Strategic Responses

Science.gov (United States)

Wu, Yingkang; Hwang, Stephen; Cai, Jinfa

2017-01-01

In this exploratory study, we developed a portrait of the challenges and strategic responses of secondary mathematics teacher educators (MTEs) in Chinese universities. The MTEs reported encountering more challenges when teaching pedagogical courses and supervising student teachers than when teaching college mathematics courses and teaching…

Dispositions and changing teacher practice in mathematics

DEFF Research Database (Denmark)

Meaney, Tamsin; Lange, Troels; Valero, Paola

2009-01-01

We explore how different interpretations of learning can be integrated to form a theoretical framework for exploring teachers' perceptions of professional learning about mathematics teaching. Although it is possible to identify the separate, contributing factors that operate in mathematics...... experiences of limited value to them. Work done in mathematics education by Skovsmose and Valero combined with Kemmis and Grootenboer's work on academic architectures provide a theoretical framework that enables this complexity to be unpacked. Skovsmose considered learning to involve ascribing meaning...

Expanding Mathematics Preparation of Elementary and Middle School Teachers

Science.gov (United States)

Buck, Robert E.

2004-01-01

One of the major problems facing education today is the inadequate mathematics' preparation of pre-college students and their teachers. Most colleges and universities have well established programs for students planning to teach mathematics at the secondary schools; however, in many institutions pre-secondary mathematics has been addressed only…

Theorizing Collaborative Mathematics Teacher Learning in Communities of Practice

Science.gov (United States)

Bannister, Nicole A.

2018-01-01

Persistent disconnects within and among education research, practice, and policy are limiting the reach of professional mathematics teacher communities, one of the most promising levers for humanizing mathematics teaching and learning in schools. An overarching goal of this commentary is to convince the field of mathematics education to broaden…

Discerning the Shared Beliefs of Teachers in a Secondary School Mathematics Department

Science.gov (United States)

Beswick, Kim

2016-01-01

This study examined the shared beliefs among mathematics teachers in one secondary school in the United Kingdom across the first term of a school year and almost 4 years subsequently. Leximancer software was used to analyse the language used as teachers responded to questions concerning their beliefs about mathematics, mathematics teaching,…

Demographic profile and perceived INSET needs of secondary mathematics teachers in Limpopo province

Directory of Open Access Journals (Sweden)

Angeline Rakumako

2010-01-01

Full Text Available The findings of a study on the demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province are described. The survey instrument employed was the Science Teacher Inventory of Needs for Limpopo province (STIN-LP. Most teachers who responded to this survey teach at a rural or township school, are between 20 and 40 years old, and have between four and ten years experience in teaching Mathematics. Standard 10 is the highest academic qualification of half of the teachers, with 67% of teachers having an M+3 as their highest professional qualification. Teachers indicated interest in all the 38 INSET need items included in the STIN-LP with motivating learners to learn Mathematics, using audio-visual equipment and applying mathematics to daily life of learners among the most important need. The least support was indicated, among others, for needs related to the history of mathematics, improving content knowledge, how mathematics is used in society, and teaching large classes. Poor communication of INSET activities was reported to be the greatest barrier to INSET participation. Implications of the findings are discussed.

Teachers' Understanding of the Role of Executive Functions in Mathematics Learning

Science.gov (United States)

Gilmore, Camilla; Cragg, Lucy

2014-01-01

Cognitive psychology research has suggested an important role for executive functions, the set of skills that monitor and control thought and action, in learning mathematics. However, there is currently little evidence about whether teachers are aware of the importance of these skills and, if so, how they come by this information. We conducted an online survey of teachers' views on the importance of a range of skills for mathematics learning. Teachers rated executive function skills, and in particular inhibition and shifting, to be important for mathematics. The value placed on executive function skills increased with increasing teaching experience. Most teachers reported that they were aware of these skills, although few knew the term “executive functions.” This awareness had come about through their teaching experience rather than from formal instruction. Researchers and teacher educators could do more to highlight the importance of these skills to trainee or new teachers. PMID:25674156

BLENDED LEARNING STRATEGY IN TEACHER TRAINING PROGRAMS

Directory of Open Access Journals (Sweden)

Marian F. Byrka

2017-12-01

Full Text Available The article examines the implementation of blended learning strategy in teacher training programs as an innovation in online learning. The blended learning idea comes from blending elements which use online technology with more traditional face-to-face teaching in the same course. The article analyses teacher training programs offered by Chernivtsi Regional Institute of Postgraduate Pedagogical Education. Additional data were gathered through a questionnaire administered to teachers who attended training courses. The characteristics of blended learning strategy, its benefits and limitations for teacher training are supported by a review of literature. The article closes with the comparison of curriculum components (content delivery, learner activities, materials, and required competences between traditional and blended learning teacher training programs. Having obvious benefits in teacher training programs, the implementation of blended learning strategy sets some additional requirements to a learner, as well as to course instructors and lectors.

Students' Attitudes towards Mathematics and the Impacts of Mathematics Teachers' Approaches on It

Science.gov (United States)

Elçi, Aysun Nüket

2017-01-01

The purpose of the study is to determine students' attitudes towards mathematics, to investigate these attitudes according to the different variables, and to reveal the impacts of mathematics teachers' approaches and in-class activities on the students' attitudes towards mathematics. The study was conducted with the high school students from…

Adolescent-perceived parent and teacher overestimation of mathematics ability: Developmental implications for students' mathematics task values.

Science.gov (United States)

Gniewosz, Burkhard; Watt, Helen M G

2017-07-01

This study examines whether and how student-perceived parents' and teachers' overestimation of students' own perceived mathematical ability can explain trajectories for adolescents' mathematical task values (intrinsic and utility) controlling for measured achievement, following expectancy-value and self-determination theories. Longitudinal data come from a 3-cohort (mean ages 13.25, 12.36, and 14.41 years; Grades 7-10), 4-wave data set of 1,271 Australian secondary school students. Longitudinal structural equation models revealed positive effects of student-perceived overestimation of math ability by parents and teachers on students' intrinsic and utility math task values development. Perceived parental overestimations predicted intrinsic task value changes between all measurement occasions, whereas utility task value changes only were predicted between Grades 9 and 10. Parental influences were stronger for intrinsic than utility task values. Teacher influences were similar for both forms of task values and commenced after the curricular school transition in Grade 8. Results support the assumptions that the perceived encouragement conveyed by student-perceived mathematical ability beliefs of parents and teachers, promote positive mathematics task values development. Moreover, results point to different mechanisms underlying parents' and teachers' support. Finally, the longitudinal changes indicate transition-related increases in the effects of student-perceived overestimations and stronger effects for intrinsic than utility values. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Digital games and learning mathematics: Student, teacher and parent perspectives

Directory of Open Access Journals (Sweden)

Su Ting Yong

2016-12-01

Full Text Available The purpose of this study was to explore the potential use of digital games in learning mathematics at secondary school level in Malaysia. Three secondary school students, three mathematics teachers and three parents were interviewed in this study. All the participants were asked for their views and experiences in mathematics, technology usage and the use of digital games in learning mathematics. The results suggested that students were supportive and positive towards the use of computer games in learning mathematics. Nevertheless, parents preferred conventional teaching approach, in which they recognized personal communication and socialization as a significant component in learning. Although the teachers did not go on to oppose the idea of using computer games for teaching mathematics, they still perceived the use of discursive approaches as the best teaching approach for learning mathematics with digital technologies at best a possible additional complementary feature. In view of that, the combination of classroom teaching and computer games might the best mathematics pedagogy. 

Becoming a teacher at teacher training colleges in Kenya

DEFF Research Database (Denmark)

Dahl, Kari

Paper presented at International Conference "Health Education and Teacher Training in Kenya" at Sarova Stanley Hotel 8. December 2010, Nairobi, Kenya.......Paper presented at International Conference "Health Education and Teacher Training in Kenya" at Sarova Stanley Hotel 8. December 2010, Nairobi, Kenya....

Changing Pre-Service Mathematics Teachers' Beliefs about Using Computers for Teaching and Learning Mathematics: The Effect of Three Different Models

Science.gov (United States)

Karatas, Ilhan

2014-01-01

This study examines the effect of three different computer integration models on pre-service mathematics teachers' beliefs about using computers in mathematics education. Participants included 104 pre-service mathematics teachers (36 second-year students in the Computer Oriented Model group, 35 fourth-year students in the Integrated Model (IM)…

Discrete Mathematics in Deaf Education: A Survey of Teachers' Knowledge and Use

Science.gov (United States)

Pagliaro, C.; Kritzer, K. L.

2005-01-01

The study documents what deaf education teachers know about discrete mathematics topics and determines if these topics are present in the mathematics curriculum. Survey data were collected from 290 mathematics teachers at center and public school programs serving a minimum of 120 students with hearing loss, grades K-8 or K-12, in the United…

Prospective Mathematics Teachers' Opinions about Mathematical Modeling Method and Applicability of This Method

Science.gov (United States)

Akgün, Levent

2015-01-01

The aim of this study is to identify prospective secondary mathematics teachers' opinions about the mathematical modeling method and the applicability of this method in high schools. The case study design, which is among the qualitative research methods, was used in the study. The study was conducted with six prospective secondary mathematics…

Developing Mathematical Knowledge Through Class Discussion: One Teacher's Struggles in Implementing Reform

OpenAIRE

Nelson, Rebecca S.

1997-01-01

The purpose of this case study was to examine the experience of one secondary mathematics teacher during his efforts to facilitate mathematical discussions in a secondary algebra class. Class discussions and interviews were documented and analyzed to investigate the patterns of discussion, the teacher's role in facilitating discussion, and the struggles encountered by the teacher through his attempts to enact reform-oriented strategies. The investigation focused on the teacher's vision for ...

Exploring the Impact of Reform Mathematics on Entry-Level Pre-Service Primary Teachers Attitudes towards Mathematics

Science.gov (United States)

Leavy, Aisling; Hourigan, Mairead; Carroll, Claire

2017-01-01

This study reports entry-level mathematics attitudes of pre-service primary teachers entering an initial teacher education (ITE) program one decade apart. Attitudes of 360 pre-service primary teachers were compared to 419 pre-service teachers entering the same college of education almost one decade later. The latter experienced reform school…

Linking Reform-Oriented Experiences to Teacher Identity: The Case of an Elementary Mathematics Teacher

Science.gov (United States)

Jong, Cindy

2016-01-01

Novice teachers often have difficulty transferring what they learn in teacher education programs to classroom practice. This is especially true for elementary school teachers who are expected to teach mathematics with reform-oriented methods. The purpose of this longitudinal case study was to examine the experience of one novice elementary school…

Using the Fennema-Sherman Mathematics Attitude Scales with lower-primary teachers

Science.gov (United States)

Ren, Lixin; Green, Jennifer L.; Smith, Wendy M.

2016-06-01

The Fennema-Sherman Mathematics Attitude Scales (FSMAS) are among the most popular instruments used in studies of attitudes toward mathematics. However, the FSMAS has been mainly used among student populations and rarely used with teachers. In the present study, three scales from the FSMAS— Confidence, Effectance Motivation, and Anxiety—were revised and used with lower-primary (kindergarten to third grade) teachers. This study includes three parts: (1) a pilot study to ensure the modifications made to the FSMAS were appropriate to use with teachers, (2) confirmatory factor analyses to assess the factor structure of the revised FSMAS with 225 lower-primary teachers, and (3) measurement invariance analyses using data from a similar sample of 171 lower-primary teachers to examine whether the revised FSMAS measures each construct in the same way as in the previous sample. The final three-factor model, after removing three problematic items, achieves acceptable model fit, with each construct meeting all conditions for strict measurement invariance. Additionally, repeated measures analyses were performed on data collected from 39 in-service lower-primary teachers who participated in an elementary mathematics specialist program to examine the use of the revised FSMAS in program evaluation. Overall results suggest that researchers and program evaluators may use the revised FSMAS to reliably measure lower-primary teachers' mathematical attitudes, and it can be a valuable tool for evaluating the effectiveness of professional development programs.

The nature and quality of the mathematical connections teachers make

Directory of Open Access Journals (Sweden)

Michael K. Mhlolo

2012-05-01

Full Text Available Current reforms in mathematics education emphasise the need for pedagogy because it offers learners opportunities to develop their proficiency with complex high-level cognitive processes. One has always associated the ability to make mathematical connections, together with the teacher’s role in teaching them, with deep mathematical understanding. This article examines the nature and quality of the mathematical connections that the teachers’ representations of those connections enabled or constrained. The researchers made video recordings of four Grade 11 teachers as they taught a series of five lessons on algebra-related topics. The results showed that the teachers’ representations of mathematical connections were either faulty or superficial in most cases. It compromised the learners’ opportunities for making meaningful mathematical connections. The researchers concluded by suggesting that helping teachers to build their representation repertoires could increase the effectiveness of their instructional practices.

Pre-service mathematics teachers' attitudes towards learning English: A case study in Yogyakarta

Science.gov (United States)

Setyaningrum, Wahyu

2017-08-01

This study investigated attitudes of pre-service mathematics teachers towards English as one of the subject at the university. It is a qualitative study in which questionnaire and face-to-face interview were employed to collect the data. The participants of this study were sixty students of mathematics education department at one of the university in Yogyakarta. The main research question was concern with how pre-service mathematics teachers perceive the importance of learning English. This study found that most of the participants perceive English as an important language that should be acquired by mathematics teachers. Their beliefs about the importance of English were mostly due to instrumental orientation rather than integrative orientation, such as getting a good job, getting a scholarship and understanding learning sources that are written in English. The data also revealed some obstacles faced by pre-service mathematics teachers in learning English as an additional language for them. The main obstacles were related to the differences between English for mathematics and English in daily life including its vocabulary and structure. Most of the participants argued that several mathematics vocabularies had precise meaning and different from daily English. In addition, they found difficult to understand some sentences used in the paper journal due to its structure. This study therefore, provided an insight into the pre-service mathematics teachers' perception and obstacles when learning English that could be use in improving pre-service teachers' education.

Tasks that May Occasion Mathematical Creativity: Teachers' Choices

Science.gov (United States)

Levenson, Esther

2013-01-01

Promoting mathematical creativity is one of the aims of mathematics education. This study investigates the tasks teachers chose when their aim was to occasion mathematical creativity in the classroom. Five cases are described in depth, and general trends found among these cases as well as in additional data are discussed. Findings indicated that…

Constraints in the preparation of mathematics teachers: the way ...

African Journals Online (AJOL)

The study investigated the constraints in the preparation of Mathematics teachers in the colleges of education and the possible way forward. It used an ex-post facto research design in the colleges of education in Nigeria. 165 final year students of Mathematics and 30 Mathematics lecturers were selected samples from the 6 ...

Changing Pre-Service Elementary Teachers' Beliefs about Mathematical Knowledge

Science.gov (United States)

Stohlmann, Micah; Moore, Tamara; Cramer, Kathleen; Maiorca, Cathrine

2015-01-01

Studies have reported that pre-service teachers often enter teacher preparation programs with beliefs and attitudes not conducive to teaching the subject conceptually. In the USA, the Common Core State Standards for Mathematics have brought a renewed focus on procedural and conceptual understanding. However, many U.S. pre-service teachers have…

Classroom Assessment in Malawi: Teachersâ Perceptions and Practices in Mathematics

OpenAIRE

Susuwele-Banda, William John

2005-01-01

This study investigated teachersâ perceptions of classroom assessment in mathematics and their current classroom assessments practices. Specifically, the study sought to gain an understanding of the extent to which teachers use different classroom assessment methods and tools to understand and to support both the learning and teaching processes. The following three questions guided the study: 1) How do primary school teachers perceive classroom assessment in mathematics? 2) What kinds of a...

Unpacking Personal Identities for Teaching Mathematics within the Context of Prospective Teacher Education

Science.gov (United States)

Hodges, Thomas E.; Hodge, Lynn Liao

2017-01-01

This article explores the personal identities of two prospective elementary teachers as they progressed from mathematics methods coursework into their capstone student teaching semester. Results indicate that both prospective teachers perceived contrasting obligations of effective mathematics teaching in the teacher education and student teaching…

CASCADE-IMEI: A learning environment of realistic mathematics for student teachers in Indonesia

NARCIS (Netherlands)

Zulkardi, Z.; Nieveen, N.M.

2001-01-01

This paper reports on the second phase of a four-year study which aims to develop a learning environment that supports prospective mathematics teachers learning realistic mathematics education (RME) in teacher education in Indonesia. The results suggest that by giving student teachers experiences in

Construction of mathematical knowledge using graphic calculators (CAS) in the mathematics classroom

Science.gov (United States)

Hitt, Fernando

2011-09-01

Mathematics education researchers are asking themselves about why technology has impacted heavily on the social environment and not in the mathematics classroom. The use of technology in the mathematics classroom has not had the expected impact, as it has been its use in everyday life (i.e. cell phone). What about teachers' opinions? Mathematics teachers can be divided into three categories: those with a boundless overflow (enthusiasm) who want to use the technology without worrying much about the construction of mathematical concepts, those who reject outright the use of technology because they think that their use inhibits the development of mathematical skills and others that reflect on the balance that must exist between paper-pencil activities and use of technology. The mathematics teacher, by not having clear examples that support this last option about the balance of paper-pencil activities and technology, opt for one of the extreme positions outlined above. In this article, we show the results of research on a methodology based on collaborative learning (ACODESA) in the training of mathematics teachers in secondary schools and implementation of activities in an environment of paper-pencil and CAS in the mathematics classroom. We also note that with the development of technology on the use of electronic tablets and interactive whiteboards, these activities will take on greater momentum in the near future.

Technology Use and Mathematics Teaching: Teacher Change as Discursive Identity Work

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Chronaki, Anna; Matos, Anastasios

2014-01-01

Teacher change towards developing competences for technology use in mathematics teaching has been the focus of current educational reforms worldwide. However, a considerable amount of research denotes the extent to which teachers resist a full integration of technology in mathematics classrooms. The present paper is based on an ethnographic study…

Mathematical Making in Teacher Preparation: What Knowledge Is Brought to Bear?

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Greenstein, Steven; Seventko, Justin

2017-01-01

In this paper, we describe an experience within mathematics teacher preparation that engages preservice teachers (PSTs) in Making and design practices that we hypothesized would inform their conceptual and pedagogical thinking. With a focus on the design of new tools to support mathematics teaching and learning, this Learning by Design experience…

Teaching (Un)Connected Mathematics: Two Teachers' Enactment of the Pizza Problem

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Hill, Heather C.; Charalambous, Charalambos Y.

2012-01-01

This paper documents the ways mathematical knowledge for teaching (MKT) and curriculum materials appear to contribute to the enactment of a 7th grade "Connected Mathematics Project" lesson on comparing ratios. Two teachers with widely differing MKT scores are compared teaching this lesson. The comparison of the teachers' lesson enactments suggests…

Relationship between Pedagogical Strategies and Teachers' Content Knowledge of Mathematics

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Kanyongo, Gibbs Y.; Brown, Launcelot I.

2013-01-01

This study employed regression analysis to investigate the relationship between primary school teachers' pedagogical practices and their knowledge of mathematics. The sample composed of 606 Grade 6 mathematics teachers in Namibia, i.e. 304 (50.2%) males and 302 (49.8%) females. The study utilized existing questionnaire data collected by the…

Effective Mathematics Teaching in Finnish and Swedish Teacher Education Discourses

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Hemmi, Kirsti; Ryve, Andreas

2015-01-01

This article explores effective mathematics teaching as constructed in Finnish and Swedish teacher educators' discourses. Based on interview data from teacher educators as well as data from feedback discussions between teacher educators and prospective teachers in Sweden and Finland, the analysis shows that several aspects of the recent…

Teacher Perspectives on Literacy and Mathematics Professional Development

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Martin, Christie; Polly, Drew; Mraz, Maryann; Algozzine, Robert

2018-01-01

This study examines teacher's perspectives of the most beneficial professional development they have participated in over the last three years in the content areas of literacy and mathematics. It also investigates teachers views on how professional development influences student learning. Specifically, this study is grounded in the following…

Analyzing Mathematics Beliefs of Pre-Service Teachers Using Confirmatory Factor Analysis

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Mazlini Adnan

2011-12-01

Full Text Available Mathematics beliefs play an important role in enhancing the quality and the effectiveness of teaching and learning. This study analyzes the mathematics beliefs of 317 pre-service teachers from six Higher Education Institutions (HEIs (Government Public Universities who were randomly selected to participate in this study. Questionnaires consisting of twenty three items were given to the respondents during the data collection process. The validation of the items was done by using confirmatory factor analysis (CFA. In order to obtain a model fit for the measurement model of mathematics beliefs, several fit index tests such as CMINDF, GFI, AGFI, IFI, NFI, CFI, TLI and RMSEA were used. Constructivist beliefs and traditional beliefs were identified as the contributing factors in the model. The analysis also revealed that mathematics beliefs consist of structures of two hidden variables. The correlation between the two variables (constructivist beliefs and traditional beliefs is at a moderate level. Hence, pre-service teachers should be able to recognize their type of mathematics beliefs in order to become effective mathematics teachers.

The Effect of Teacher Beliefs on Student Competence in Mathematical Modeling--An Intervention Study

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Mischo, Christoph; Maaß, Katja

2013-01-01

This paper presents an intervention study whose aim was to promote teacher beliefs about mathematics and learning mathematics and student competences in mathematical modeling. In the intervention, teachers received written curriculum materials about mathematical modeling. The concept underlying the materials was based on constructivist ideas and…

Task Modification and Knowledge Utilization by Korean Prospective Mathematics Teachers

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Lee, Kyeong-Hwa; Lee, Eun-Jung; Park, Min-Sun

2016-01-01

It has been asserted that mathematical tasks play a critical role in the teaching and learning of mathematics. Modification of tasks included in intended curriculum materials, such as textbooks, can be an effective activity for prospective teachers to understand the role of mathematical tasks in the teaching and learning of mathematics; designing…

Exploring Bilingual Teachers' Beliefs about Academic Language Development in Mathematics Teaching: Implications for Bilingual Teachers' Professional Development

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Canales-Vela, Viola

2017-01-01

The achievement of mathematics within Hispanic youth is of great concern across the nation. In order to improve student achievement in mathematics, the nature of a mathematics teacher's complex belief system must be understood (McGee & Wang, 2014). The purpose of this exploratory qualitative study is to investigate the K-5 bilingual teachers'…

FEATURES OF FOREIGN STUDENTS PRE-UNIVERSITY MATHEMATICAL TRAINING

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Наталья Александровна Пыхтина

2017-12-01

Full Text Available The aim of improving the international competitiveness of the higher education Russian system at the global level by increasing the number of foreign students leads to the fact, that pre-university training is becoming essential for next years at higher educational programmes.Pre-university mathematical training of international students contributes to the scientific style formation of speech skills, which is so useful in higher educational institute. This article highlights some of the features of foreign students pre-university mathematical training.Design of “Mathematics” course methodical ware for preparatory departments of higher educational institutions is an important element of the educational process. Features of mathematics teaching are shown by the example of such important for foreign students pre-university mathematical training branch of mathematics like the set theory.The article also gives consideration to such aspects of mathematics teaching for foreign students as the inclusion of text mathematical problems in the “Mathematics” course programme for helping to achieve lexical skills and abilities, as well as the organization of individual work of the students with the use of information and communication technologies.The paper refers to the collection of exercises and tasks for the “Mathematics” course for foreign citizens studying at the preparatory departments of higher educational institutions, it additionally gives the themes of the course.

Implementation and outcomes of inquiry-based learning in mathematics content courses for pre-service teachers

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Laursen, Sandra L.; Hassi, Marja-Liisa; Hough, Sarah

2016-02-01

This mixed-methods study describes classroom characteristics and student outcomes from university mathematics courses that are based in mathematics departments, targeted to future pre-tertiary teachers, and taught with inquiry-based learning (IBL) approaches. The study focused on three two-term sequences taught at two research universities, separately targeting elementary and secondary pre-service teachers. Classroom observation established that the courses were taught with student-centred methods that were comparable to those used in IBL courses for students in mathematics-intensive fields at the same institutions. To measure pre-service teachers' gains in mathematical knowledge for teaching, we administered the Learning Mathematics for Teaching (LMT) instrument developed by Hill, Ball and Schilling for in-service teacher professional development. Results from the LMT show that pre-service teachers made significant score gains from beginning to end of their course, while data from interviews and from surveys of learning gains show that pre-service teachers viewed their gains as relevant to their future teaching work. Measured changes on pre-/post-surveys of attitudes and beliefs were generally supportive of learning mathematics but modest in magnitude. The study is distinctive in applying the LMT to document pre-service teachers' growth in mathematical knowledge for teaching. The study also suggests IBL is an approach well suited to mathematics departments seeking to strengthen their pre-service teacher preparation offerings in ways consistent with research-based recommendations.

Teachers' Awareness of the Semio-Cognitive Dimension of Learning Mathematics

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Iori, Maura

2018-01-01

While many semiotic and cognitive studies on learning mathematics have focused primarily on students, this study focuses mainly on teachers, by seeking to bring to light their awareness of the semiotic and cognitive aspects of learning mathematics. The aim is to highlight the degree of awareness that teachers show about: (1) the distinction…

Teachers Implementing Mathematical Problem Posing in the Classroom: Challenges and Strategies

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Leung, Shuk-kwan S.

2013-01-01

This paper reports a study about how a teacher educator shared knowledge with teachers when they worked together to implement mathematical problem posing (MPP) in the classroom. It includes feasible methods for getting practitioners to use research-based tasks aligned to the curriculum in order to encourage children to pose mathematical problems.…

Designing Opportunities for Prospective Teachers to Facilitate Mathematics Discussions in Classrooms

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Hunter, Roberta; Anthony, Glenda

2012-01-01

How prospective teachers can best be prepared to teach effectively in mathematics classrooms is a topic of current concern. In this paper, we describe our exploration of ways in which prospective teachers were supported to translate what they learnt in mathematics methods classes into pedagogical practice. We illustrate how the use of discourse…

Difficulties encountered by the teachers in fifth grade applications of mathematics course

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Fatma Nur Çoban

2013-12-01

Full Text Available The purpose of this study was to determine the teachers’ practices and the difficulties encountered by the teachers in 5th grade optional ‘mathematics applications’ course, which came into effect with the new 4+4+4 educational system.  The study was conducted in 2012-2013 academic year using the qualitative research method of semi-structured interview with 8 mathematics teachers who were teaching this course. The teachers were from four schools situated in socioeconomically average quarters of Eskişehir. The interview consisted of questions under three categories; aims and contents of the course, teachers’ practices and assessment of the course.Key Words:    Mathematics applications course, curriculum, teaching resources, teacher views

Implementing the National Council of Teachers of Mathematics Standards: A slow process

OpenAIRE

Joseph M. Furner

2004-01-01

The purpose of this study was to look at inservice teachers’ pedagogical beliefs about the National Council of Teachers of Mathematics Standards (1989 & 2000).  The Standards’ Belief Instrument (Zollman and Mason, 1992) was administered on teachers.  An ANOVA was used to look for a significant difference between teachers with five years or less experience of teaching mathematics, and those with more than five years teaching experience. One expectation was  that teachers who are recent graduat...

Classroom Climate among Teacher Education Mathematics Students

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Polemer M. Cuarto

2015-11-01

Full Text Available Classroom climate has gained prominence as recent studies revealed its potentials as an effective mediator in the various motivational factors as well as an antecedent of academic performance outcome of the students. This descriptive-correlational study determined the level of classroom climate dimensions among teacher education students specializing in Mathematics at Mindoro State College of Agriculture and Technology. Employing a self-structured questionnaire adapted to the WIHIC (What Is Happening In this Class questionnaire, the surveyed data were treated statistically using Pearson’s r. Result showed that there was high level of classroom climate among the respondents in their Mathematics classes in both teacher-directed and student-directed dimensions specifically in terms of equity, teacher support, cohesiveness, involvement, responsibility and task orientation. Also, it revealed that equity and teacher support were both positively related to the students-directed classroom climate dimensions. With these results, teachers are seen to be very significant determinants of the climate in the classroom. Relevant to this, the study recommended that faculty should develop effective measures to enhance classroom climate dimensions such as equity and teacher support to address the needs of diverse studentsdespite large size classes. Moreover, faculty should provide greater opportunitiesfor the students to achieve higher level of responsibility, involvement, cohesiveness, and task orientation as these could motivate them to develop positive learning attitude, perform to the best of their ability, as well as maximize their full potential in school.

Moving beyond the Barriers: Supporting Meaningful Teacher Collaboration to Improve Secondary School Mathematics

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Jao, Limin; McDougall, Doug

2016-01-01

The Collaborative Teacher Inquiry Project was a professional development initiative that sought to improve the teaching and learning of Grade 9 Applied mathematics by encouraging teachers to work collaboratively. The project brought together Grade 9 Applied mathematics teachers from 11 schools across four neighboring public school boards in the…

Teachers, Equity, and Computers for Secondary Mathematics Learning

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Forgasz, Helen

2006-01-01

The findings presented in this article were derived from a 3-year study aimed at examining issues associated with the use of computers for secondary mathematics learning in Victorian (Australia) schools. Gender and other equity factors were of particular interest. In this article, the focus is on the participating mathematics teachers. Data on…

Relationship between mathematical abstraction in learning parallel coordinates concept and performance in learning analytic geometry of pre-service mathematics teachers: an investigation

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Nurhasanah, F.; Kusumah, Y. S.; Sabandar, J.; Suryadi, D.

2018-05-01

As one of the non-conventional mathematics concepts, Parallel Coordinates is potential to be learned by pre-service mathematics teachers in order to give them experiences in constructing richer schemes and doing abstraction process. Unfortunately, the study related to this issue is still limited. This study wants to answer a research question “to what extent the abstraction process of pre-service mathematics teachers in learning concept of Parallel Coordinates could indicate their performance in learning Analytic Geometry”. This is a case study that part of a larger study in examining mathematical abstraction of pre-service mathematics teachers in learning non-conventional mathematics concept. Descriptive statistics method is used in this study to analyze the scores from three different tests: Cartesian Coordinate, Parallel Coordinates, and Analytic Geometry. The participants in this study consist of 45 pre-service mathematics teachers. The result shows that there is a linear association between the score on Cartesian Coordinate and Parallel Coordinates. There also found that the higher levels of the abstraction process in learning Parallel Coordinates are linearly associated with higher student achievement in Analytic Geometry. The result of this study shows that the concept of Parallel Coordinates has a significant role for pre-service mathematics teachers in learning Analytic Geometry.

An Examination of Multiple Intelligence Domains and Learning Styles of Pre-Service Mathematics Teachers: Their Reflections on Mathematics Education

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Ozgen, Kemal; Tataroglu, Berna; Alkan, Huseyin

2011-01-01

The present study aims to identify pre-service mathematics teachers' multiple intelligence domains and learning style profiles, and to establish relationships between them. Employing the survey model, the study was conducted with the participation of 243 pre-service mathematics teachers. The study used the "multiple intelligence domains…

A Case Study on Mathematical Literacy of Prospective Elementary School Teachers

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Suharta, I. Gusti Putu; Suarjana, I. Made

2018-01-01

The purpose of this study is to describe Mathematical Literacy (ML) of Prospective Elementary School Teachers with attention to aspects of mathematical skills and gender. The type of research is qualitative with the research design of Case Study. Respondents are assigned 12 Prospective Elementary School Teachers, consisting of 6 men and 6 women.…

Pre-College Science and Mathematics Teachers: Supply, Demand, and Quality

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1990-12-01

The most recent mathematics assessment from the National Assessment of Educational Progress (NAEP) found that "most students, even at age 17, do not...teachers in most states over the past decade (Association for School, College, and University Staffing ( ASCUS ), 1984, 1986), and there is some...physics and chemistry, for a number of years (Howe and Gerlovich, 1982; ASCUS , 1986). Other data suggest that many new mathematics and science teachers

Rwandan grade 6 mathematics teachers' knowledge

African Journals Online (AJOL)

owner

1University Rwanda, College of Education, 2 School of Education, University of .... one hand, and Knowledge of Content and Students (KCS) and Knowledge of Content and ..... The nature and development of middle school mathematics ... of freshman science student teachers from different science teaching domains.

Old Habits Die Hard: An Uphill Struggle against Rules without Reason in Mathematics Teacher Education

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O'Meara, Niamh; Fitzmaurice, Olivia; Johnson, Patrick

2017-01-01

Mathematics teacher educators in the University of Limerick became aware of a lack of conceptual understanding of key mathematics concepts of prospective secondary mathematics teachers through observation on teaching placement and in pedagogy lectures. A pilot study to enhance the conceptual understanding of prospective teachers was carried out…

Pre-Service Science and Mathematics Teachers' Thoughts about Technology

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Aran, Özge Can; Derman, Ipek; Yagci, Esed

2016-01-01

This study aims to investigate pre-service teachers' opinions about the technology. In this respect, the opinions of pre-service science and mathematics teachers were taken. The study was carried out at a university, located in the capital of Turkey. The data were collected from 20 pre-service teachers in the department of secondary school science…

Pre-Service Teachers' Mathematics Language and Reflection in the Context of an Early Childhood Mathematics Methods Course

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Boyd, Soleil

2016-01-01

Preschool teachers are expected to engage young children in challenging and supportive mathematics learning. Rich and responsive language experiences in mathematics support children's language acquisition and engagement related to mathematics, however, such engaging experiences may be minimally available to many young children. Professional…

Teachers' perceptions of students' mathematics proficiency may exacerbate early gender gaps in achievement.

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Robinson-Cimpian, Joseph P; Lubienski, Sarah Theule; Ganley, Colleen M; Copur-Gencturk, Yasemin

2014-04-01

A recent wave of research suggests that teachers overrate the performance of girls relative to boys and hold more positive attitudes toward girls' mathematics abilities. However, these prior estimates of teachers' supposed female bias are potentially misleading because these estimates (and teachers themselves) confound achievement with teachers' perceptions of behavior and effort. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K), Study 1 demonstrates that teachers actually rate boys' mathematics proficiency higher than that of girls when conditioning on both teachers' ratings of behavior and approaches to learning as well as past and current test scores. In other words, on average girls are only perceived to be as mathematically competent as similarly achieving boys when the girls are also seen as working harder, behaving better, and being more eager to learn. Study 2 uses mediation analysis with an instrumental-variables approach, as well as a matching strategy, to explore the extent to which this conditional underrating of girls may explain the widening gender gap in mathematics in early elementary school. We find robust evidence suggesting that underrating girls' mathematics proficiency accounts for a substantial portion of the development of the mathematics achievement gap between similarly performing and behaving boys and girls in the early grades. PsycINFO Database Record (c) 2014 APA, all rights reserved.

The Effects of Constructivist Learning Environment on Prospective Mathematics Teachers' Opinions

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Narli, Serkan; Baser, Nes'e

2010-01-01

To explore the effects of constructivist learning environment on prospective teachers' opinions about "mathematics, department of mathematics, discrete mathematics, countable and uncountable infinity" taught under the subject of Cantorian Set Theory in discrete mathematics class, 60 first-year students in the Division of Mathematics…

Prospective Mathematics Teachers' Ability to Identify Mistakes Related to Angle Concept of Sixth Grade Students

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Arslan, Cigdem; Erbay, Hatice Nur; Guner, Pinar

2017-01-01

In the present study we try to highlight prospective mathematics teachers' ability to identify mistakes of sixth grade students related to angle concept. And also we examined prospective mathematics teachers' knowledge of angle concept. Study was carried out with 30 sixth-grade students and 38 prospective mathematics teachers. Sixth grade students…

Social Web in Teacher Education and Teacher Training

NARCIS (Netherlands)

Gruber, Marion

2011-01-01

Gruber, M. R. (2011). Social Web in Teacher Education and Teacher Training. Presentation at the Workshop "Het gebruik van digitale collecties leermaterialen". April, 21, 2011, Eindhoven, The Netherlands: Open Universiteit, Studiecentrum Eindhoven.

Mathematics for the Class of 2000. Pennsylvania Council of Teachers of Mathematics 1988 Yearbook.

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Nicely, Robert F., Jr., Ed.; Sigmund, Thomas F., Ed.

One of the strengths of the Pennsylvania Council of Teachers of Mathematics (PCTM) is that it gives mathematicians and mathematics educators the opportunity to exchange and contribute to each other's professional growth. The topic for each yearbook is chosen to coincide with the annual PCTM meeting. This 1988 yearbook contains 27 articles which…

The Mathematics Curriculum: Issues and Perspectives. Pennsylvania Council of Teachers of Mathematics 1987 Yearbook.

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Nicely, Robert F., Jr., Ed.; Sigmund, Thomas F., Ed.

One of the strengths of the Pennsylvania Council of Teachers of Mathematics (PCTM) is that it gives mathematicians and mathematics educators the opportunity to exchange and contribute to each other's professional growth. The topic for each yearbook is chosen to coincide with the annual PCTM meeting. This 1987 yearbook contains 14 articles which…

Examples in the Teaching of Mathematics: Teachers' Perceptions

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Ng, Lay Keow; Dindyal, Jaguthsing

2015-01-01

As part of a study examining how teachers in Singapore select and use examples for teaching mathematics, 121 teachers from 24 secondary schools responded to three open-ended questions about the use of examples in teaching. The results show that students' abilities and the difficulty level of the examples were among the topmost considerations…

To what extent do student teachers develop their mathematical problem solving ability by self-study?

OpenAIRE

Kool, Marjolein; Keijzer, Ronald

2017-01-01

A primary teacher needs mathematical problem solving ability. That is why Dutch student teachers have to show this ability in a nationwide mathematics test that contains many non-routine problems. Most student teachers prepare for this test by working on their own solving test-like problems. To what extent does these individual problem solving activities really contribute to their mathematical problem solving ability? Developing mathematical problem solving ability requires reflective mathema...

Secondary School Mathematics Teachers’ and Students’ Views on Computer Assisted Mathematics Instruction in Turkey: Mathematica Example

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Mehmet Alper Ardıç

2017-01-01

Full Text Available This study aimed at determining the secondary school mathematics teachers’ and students’ views on computer-assisted mathematics instruction (CAMI conducted via Mathematica. Accordingly, three mathematics teachers in Adıyaman and nine 10th-grade students participated in the research. Firstly, the researchers trained the mathematics teachers in the Mathematica program, a computer algebra system (CAS and CAMI. Then, they provided a suitable environment for teachers to practice CAMI with their students to teach quadratic functions (parabola. Case study, a qualitative research design, was utilized in the study. Semi-structured interview forms were used as data collection tools. The interview data were analyzed using descriptive and content analysis, and the codes and themes related to the topic were obtained. The findings revealed that all the teachers found CAMI implementations interesting as supported by students’ views. While all mathematics teachers wanted to benefit from CAMI in mathematics and geometry courses, most of the students asked that CAMI be used in different courses. It was found that students did not have any problems with the Mathematica used with CAMI activities. However, it was also revealed by one student and one teacher that involving CAMI constantly in the courses would hinder preparations for the university entrance exam.

Effects of Teacher Preparation Courses: Do Graduates Use What They Learned to Plan Mathematics Lessons?

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Morris, Anne K.; Hiebert, James

2017-01-01

We investigated whether the content pre-service teachers studied in elementary teacher preparation mathematics courses was related to their performance on a mathematics lesson planning task 2 and 3 years after graduation. The relevant mathematics knowledge was studied when the teachers were freshmen, 5 to 6 years earlier. Results showed that when…

A Framework for Examining Teachers' Noticing of Mathematical Cognitive Technologies

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Smith, Ryan; Shin, Dongjo; Kim, Somin

2017-01-01

In this paper, we propose the mathematical cognitive technology noticing framework for examining how mathematics teachers evaluate, select, and modify mathematical cognitive technology to use in their classrooms. Our framework is based on studies of professional and curricular noticing and data collected in a study that explored how secondary…

Personal Professional Development Efforts Scale for Middle School Mathematics Teachers: An Adaptation Study

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Balbag, M. Zafer; Yenilmez, Kürsat; Turgut, Melih

2017-01-01

This study aimed at adapting the personal professional development efforts scale developed for science and technology teachers to be applied for middle school mathematics teachers. For this purpose, first of all, the items of the original scale were adjusted for the middle school mathematics teachers by a team of experts. Data obtained by the new…

The Strategies of Mathematics Teachers When Solving Number Sense Problems

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Sare Şengül

2014-04-01

Full Text Available Number sense involves efficient strategies and the ability to think flexibly with numbers and number operations and flexible thinking ability and the inclination getting for making sound mathematical judgements. The aim of this study was to investigate the strategies used by mathematics teachers while solving number sense problems. Eleven mathematics teachers from a graduate program in education were the participants. A number sense test which has a total of 12 problems is used as the data gathering tool. Teachers’ responses and strategies were analyzed both qualitatively and quantitatively.First, participants’ responses were evaluated for correctness. Then the strategies teachers used were analyzed. The strategies were categorized as based on the use of number sense or rule based strategies. When the correct and incorrect responses were considered together, in the 46% of the responses number sense strategies were used and in 54% the rule-based strategies were used. The results of this study showed that even though teachers can use number sense strategies at some level, there is still room for development in teachers’ number sense.

Negotiating Contexts to Construct an Identity as a Mathematics Teacher

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Hodges, Thomas E.; Cady, Jo Ann

2012-01-01

The authors focused on 1 middle-grades mathematics teacher's identity and her efforts to implement standards-based instructional practices. As professionals, teachers participate in multiple professional communities and must negotiate and manage conflicting agendas. The authors analyze how the contexts of these communities influence the teacher's…

The kinds of questions asked by novice teachers in learning mathematics

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Zahra, L.; Kusmayadi, T. A.; Usodo, B.

2018-05-01

This study describes the kinds of questions asked by novice teachers during mathematics learning process in senior high school. This study used descriptive analysis. The subjects of this study were two novice teachers who teach mathematics in 10th grade. The result showed that the frequently asked questions by novice teachers based on the objective were compliance questions, rethorical questions and sometimes prompting questions and probing questions. The frequently questions asked by novice teacher based on the cognitive process dimension of Revised Bloom’s Taxonomy were questions of remembering, questions of understanding, questions of applying, questions of analyzing and questions of evaluating. The novice teachers asked the routine questions which had same thinking level. The question with the highest level of thinking did not asked by the novice teachers.

Preschool Teachers' Perceived Math Anxiety and Self-Efficacy for Teaching Mathematics

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Cook, Carolyn D.

2017-01-01

This study explored the relationship between math anxiety and perceived self-efficacy for teaching mathematics in preschool teachers. Perceptions of and attributions for the teachers' perceived math anxiety and perceived self-efficacy for teaching mathematics were also explored. The study employed a mixed-method design consisting of both…

A Model for Increasing Reform Implementation and Teacher Efficacy: Teacher Peer Coaching in Grades 3 and 6 Mathematics

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Bruce, Catherine D.; Ross, John A.

2008-01-01

This study examined the effects of peer coaching on mathematics teaching practices and teacher beliefs about their capacity to have an impact on student learning. Twelve teachers in grades 3 and 6 participated in a brief but intensive professional development program over six months. The program focused on effective mathematics teaching strategies…

Linking Teaching in Mathematics and the Subjects of Natural Science

DEFF Research Database (Denmark)

Michelsen, Claus

2017-01-01

teaching programs. This is partly due to the lack of a framework for integrating productive ideas across the disciplines. This paper focus on how to grasp the challenges of an interdisciplinary approach to teaching in mathematics and the subjects of natural science. Based on contemporary mathematics...... and science education we design a didactical framework for interdisciplinary teaching centered on modeling activities across mathematics and the disciplines of natural science. To exemplify the potential of the framework we present a case study of an intensive in-service teacher-training program...... for mathematics and biology teachers. The teachers were presented to the didactical framework and in pairs of two, one mathematics teacher and one biology teacher; they designed and implemented interdisciplinary mathematicsbiology teaching sequences. The teachers’ reports on their development and implementation...

Variables that Affect Math Teacher Candidates' Intentions to Integrate Computer-Assisted Mathematics Education (CAME)

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Erdogan, Ahmet

2010-01-01

Based on Social Cognitive Carier Theory (SCCT) (Lent, Brown, & Hackett, 1994, 2002), this study tested the effects of mathematics teacher candidates' self-efficacy in, outcome expectations from, and interest in CAME on their intentions to integrate Computer-Assisted Mathematics Education (CAME). While mathematics teacher candidates' outcome…

Development and Validation of the Mathematics Teachers' Beliefs about English Language Learners Survey (MTBELL)

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Gann, Linda; Bonner, Emily P.; Moseley, Christine

2016-01-01

Given the increasing number of English Language Learners (ELLs) in secondary mathematics classrooms, it is imperative that mathematics teacher educators develop measures for determining how and why secondary mathematics teachers (SMTs) understand and respond instructionally to these students. This paper reports on the initial development and…

Prospective Mathematics Teachers' Perceptions on and Adaptation of Student-Centred Approach to Teaching

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Osmanoglu, Aslihan; Dincer, Emrah Oguzhan

2018-01-01

The aim of this study was to investigate prospective secondary mathematics teachers' perceptions on and adaptation of student-centred approach to teaching. The study was conducted with 58 prospective secondary mathematics teachers who were the graduates from mathematics departments from different universities' Science and Literature faculties.…

The effects of experience and attrition for novice high-school science and mathematics teachers.

Science.gov (United States)

Henry, Gary T; Fortner, C Kevin; Bastian, Kevin C

2012-03-02

Because of the current high proportion of novice high-school teachers, many students' mastery of science and mathematics depends on the effectiveness of early-career teachers. In this study, which used value-added models to analyze high-school teachers' effectiveness in raising test scores on 1.05 million end-of-course exams, we found that the effectiveness of high-school science and mathematics teachers increased substantially with experience but exhibited diminishing rates of return by their fourth year; that teachers of algebra 1, algebra 2, biology, and physical science who continued to teach for at least 5 years were more effective as novice teachers than those who left the profession earlier; and that novice teachers of physics, chemistry, physical science, geometry, and biology exhibited steeper growth in effectiveness than did novice non-science, technology, engineering, and mathematics teachers.

Investigating Mathematics Teachers Candidates' Knowledge about Problem Solving Strategies through Problem Posing

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Ünlü, Melihan

2017-01-01

The aim of the study was to determine mathematics teacher candidates' knowledge about problem solving strategies through problem posing. This qualitative research was conducted with 95 mathematics teacher candidates studying at education faculty of a public university during the first term of the 2015-2016 academic year in Turkey. Problem Posing…

Connecting Pre-Service Teachers with Contemporary Mathematics Practices: Selecting and Sequencing Students' Work Samples

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Livy, Sharyn; Muir, Tracey; Downton, Ann

2017-01-01

One of the challenges facing teacher educators is providing our pre-service teachers (PSTs) with authentic experiences that cross the boundaries between Initial Teacher Education (ITE) and the classroom. An additional challenge facing the mathematics teacher educator, is addressing and deepening PSTs' mathematical content knowledge (MCK), which…

Problem Solving Abilities and Perceptions in Alternative Certification Mathematics Teachers

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Evans, Brian R.

2012-01-01

It is important for teacher educators to understand new alternative certification middle and high school teachers' mathematical problem solving abilities and perceptions. Teachers in an alternative certification program in New York were enrolled in a proof-based algebra course. At the beginning and end of a semester participants were given a…

Active Learning to Improve Fifth Grade Mathematics Achievement in Banten

Directory of Open Access Journals (Sweden)

Andri Suherman

2011-12-01

Full Text Available Teaching for active learning is a pedagogical technique that has been actively promoted in Indonesian education through government reform efforts and international development assistance projects for decades. Recently, elementary schools in Banten province received training in active learning instructional strategies from the USAID-funded project, Decentralized Basic Education 2. Post-training evaluations conducted by lecturers from the University of Sultan Ageng Tirtayasa (UNTIRTA: Universitas Sultan Ageng Tirtayasa suggested that teachers were successfully employing active learning strategies in some subjects, but not mathematics. In order to understand the difficulties teachers were having in teaching for active learning in mathematics, and to assist them in using active learning strategies, a team of lecturers from UNTIRTA designed and carried out an action research project to train teachers in an elementary school in the city of Cilegon to use a technique called Magic Fingers in teaching Grade 5 multiplication. During the course of the project the research team discovered that teachers were having problems transferring knowledge gained from training in one context and subject to other school subjects and contexts. Key Words: Mathematics, Teaching for Active Learning, Indonesia, Banten

Pre-Service Secondary Science and Mathematics Teachers' Classroom Management Styles in Turkey

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Yilmaz, Kursad

2009-01-01

The aim of this study is to determine Pre-service secondary science and mathematics teachers' classroom management styles in Turkey. In addition, differences in pre-service secondary science and mathematics teachers' classroom management styles by gender, and field of study were examined. In the study, the survey model was employed. The research…

The Impacts of a Service-Learning Experience on Pre-Service Mathematics Teachers

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Lee, Kyong-Hee; Statham, Anne

2010-01-01

This study examines the benefits that can be achieved by pre-service teachers tutoring mathematics in after school programs. Analysis of student journal entries show enhanced ability to meet National Council of Teachers of Mathematics' (NCTM) process standards and methods of assessment, as well as greater awareness of the need to teach to…

Using Science to Promote Preservice Teacher Understanding of Problem Solving in Mathematics

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Tobias, Jennifer M.; Ortiz, Enrique

2007-01-01

Preservice elementary teachers need to be given the experiences of integrating mathematics with other subjects. They need to go into the classroom with the understanding that mathematics is not an isolated topic. This article describes a paper airplane activity that was presented in a class of preservice elementary education teachers to show how…

Working with mathematics and science teachers on Inquiry Based Learning (IBL) approaches : teacher belief. [VISIONS 2011: Teacher Education

NARCIS (Netherlands)

Sikko, S.A.; Lyngved, R.; Pepin, B.

2012-01-01

This paper reports on mathematics and science teachers’ beliefs concerning the use of inquiry-based teaching strategies. Two different surveys were conducted: one with 24 teachers who were to become future instructional leaders; and one with 75 teachers as part of an international baseline study. We

The Integration of Mathematics in Middle School Science: Student and Teacher Impacts Related to Science Achievement and Attitudes Towards Integration

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McHugh, Luisa

Contemporary research has suggested that in order for students to compete globally in the 21st century workplace, pedagogy must shift to include the integration of science and mathematics, where teachers effectively incorporate the two disciplines seamlessly. Mathematics facilitates a deeper understanding of science concepts and has been linked to improved student perception of the integration of science and mathematics. Although there is adequate literature to substantiate students' positive responses to integration in terms of attitudes, there has been little empirical data to support significant academic improvement when both disciplines are taught in an integrated method. This research study, conducted at several school districts on Long Island and New York City, New York, examined teachers' attitudes toward integration and students' attitudes about, and achievement on assessments in, an integrated 8th grade science classroom compared to students in a non-integrated classroom. An examination of these parameters was conducted to analyze the impact of the sizeable investment of time and resources needed to teach an integrated curriculum effectively. These resources included substantial teacher training, planning time, collaboration with colleagues, and administration of student assessments. The findings suggest that students had positive outcomes associated with experiencing an integrated science and mathematics curriculum, though these were only weakly correlated with teacher confidence in implementing the integrated model successfully. The positive outcomes included the ability of students to understand scientific concepts within a concrete mathematical framework, improved confidence in applying mathematics to scientific ideas, and increased agreement with the usefulness of mathematics in interpreting science concepts. Implications of these research findings may be of benefit to educators and policymakers looking to adapt integrated curricula in order to

Perceptions and needs of South African Mathematics teachers ...

African Journals Online (AJOL)

Hennie

Keywords: internet; mathematics education; online; quality material; resources; teachers' perceptions; ... technology related to administration and processes .... According to the UTAUT model, .... Social Sciences (SPSS), software version 22.0.

Preservice Teachers' Perceptions of the Integration of Mathematics, Reading, and Writing.

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Reinke, Kathryn; Mokhtari, Kouider; Willner, Elizabeth

1997-01-01

Examined the perceptions of preservice elementary teachers enrolled in reading, mathematics, and integrating reading and mathematics methods courses about integrating mathematics, reading, and writing instruction at the elementary/middle school level. Surveys indicated that all students were generally positive about instructional integration. They…

Pre-Service Mathematics Teachers' Noticing Skills and Scaffolding Practices

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Kilic, Hulya

2018-01-01

A 14-week course program was designed to investigate pre-service teachers' noticing skills and scaffolding practices. Six pre-service teachers were matched with a pair of sixth grade students to observe and scaffold students' mathematical understanding while they were working on the given tasks. Data was collected through pre-service teachers' own…

10 Good Reasons to Mentor a Student Teacher: Advantages for Supervising Mathematics Teachers and Their Classes

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Cavanagh, Michael; Prescott, Anne

2011-01-01

The authors have been conducting research with early career secondary mathematics teachers in metropolitan Sydney, focusing particularly on the professional experiences of student teachers. As part of the research, 12 supervising teachers were visited at their schools. Seven of them were interviewed individually about their role in developing the…

Secondary Mathematics Teacher Differences: Teacher Quality and Preparation in a New York City Alternative Certification Program

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Evans, Brian R.

2011-01-01

Providing students in urban settings with quality teachers is important for student achievement. This study examined the differences in content knowledge, attitudes toward mathematics, and teacher efficacy among several different types of alternatively certified teachers in a sample from the New York City Teaching Fellows program in order to…

Improving Student Teachers' Attitudes to Mathematics

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Amato, Solange Amorim

2004-01-01

The research results presented in this paper were part of an action research performed with the aims of improving primary school student teachers (STs)' understanding of, and attitudes to, mathematics. The teaching strategies used to help STs' improve their understanding and attitudes were similar to the ones suggested for their future use in…

Our Prospective Mathematic Teachers Are Not Critical Thinkers Yet

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As'ari, Abdur Rahman; Mahmudi, Ali; Nuerlaelah, Elah

2017-01-01

In order to help students develop their critical thinking skills, teachers need to model the critical thinking skills and dispositions in front of their students. Unfortunately, very rare studies investigating prospective teachers' readiness in critical thinking dispositions are available in the field of mathematics education. This study was…

Investigating Middle School Math and Primary Teachers' Judgments of the Characteristics of Mathematically Gifted Students

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Şule Güçyeter

2015-06-01

Full Text Available The purpose of this study was to investigate teachers’ judgments of mathematically gifted students’ characteristics with respect to various variables. Data were collected from primary school teachers and middle school math teachers (N=161 by using a survey instrument. According to research findings most of the teachers tended to think that mathematical giftedness is being observed more frequently within boys than girls. There was a statistically significant relationship between teachers’ responses about whether mathematical giftedness could be developed or not who have mathematically gifted students and those who have not. But there was no statistically significant relationship among teachers’ branch, teaching experience and their answers about the development of mathematical giftedness. Results showed that there was a statistically significant relationship between teachers’ selfperception of being mathematically gifted and their experience with mathematically gifted students. Total scores of more popular and most popular characteristics that were determined by teachers had a positive correlation with teachers’ experience. Key Words:

Teacher Classroom Practices, Student Motivation and Mathematics Achievements in High School: Evidence from HSLS:09 Data

OpenAIRE

Yu, Rongrong

2015-01-01

The present study explored the direct influences of teacher classroom practices, including teacher support, conceptual teaching, and procedural teaching, on 9th grade students' mathematics achievement, and the indirect influences of these teacher variables on student mathematics achievement through students' mathematics self-efficacy and interest in mathematics courses. The base year data of High School Longitudinal Study of 2009 (HSLS: 09) was used for this study. Structural equation modelin...

The appraisal of mathematics teachers in Ghana | Fletcher | African ...

African Journals Online (AJOL)

This study examined the nature and existing methods of teacher appraisal in Ghana. 441 secondary mathematics teachers participated, of whom 193 teach the subject at the junior secondary level and 248 teach it at the senior secondary level. In addition, 44 Ghana Education Service Officials and 6 Heads of secondary ...

Investigation of Prospective Primary Mathematics Teachers' Perceptions and Images for Quadrilaterals

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Turnuklu, Elif; Gundogdu Alayli, Funda; Akkas, Elif Nur

2013-01-01

The object of this study was to show how prospective elementary mathematics teachers define and classify the quadrilaterals and to find out their images. This research was a qualitative study. It was conducted with 36 prospective elementary mathematics teachers studying at 3rd and 4th years in an educational faculty. The data were collected by…

Concept Map as an Assessment Tool in Secondary School Mathematics: An Analysis of Teachers' Perspectives

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Mutodi, Paul; Chigonga, Benard

2016-01-01

This paper reports on teachers' views on concept mapping: its applicability; reliability; advantages and; difficulties. A close-ended questionnaire was administered to 50 purposefully selected secondary school mathematics teachers from Sekhukhune District, Limpopo, South Africa. The findings indicate that mathematics teachers generally perceive…

Science and Mathematics Teaching Efficacy Beliefs of Pre-School Teachers

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Aydogdu, Bülent; Peker, Murat

2016-01-01

The aim of this research was to examine science and mathematics teaching efficacy beliefs of pre-school teachers in terms of some variables. The sample of the study was comprised of 191 pre-school teachers working in a city in Aegean Region of Turkey. Since it attempted to define self-efficacy beliefs of pre-school teachers toward science and…

Technological pedagogical content knowledge of prospective mathematics teachers regarding evaluation and assessment